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Cholis Sa’dijah

Universitas Negeri Malang

Author-ID : 2388532

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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

Purpose: This research aims to describe students' creative thinking abilities in solving open-ended problems viewed from the perspective of learning styles to support the essential competencies required in the 21st century. Design/methodology/approach: This study utilizes a qualitative approach where data collection was conducted through creative thinking ability tests, learning style assessments, and interviews. The research subjects consisted of 33 tenth-grade students from a senior high school in Malang. Interviews were conducted with subjects from each learning style, ensuring a proportional representation of visual, auditory, and kinaesthetic styles while considering students' communication skills, utilizing instruments that were validated through expert judgment. Findings: Based on the research results, it was found that students with a visual learning style met the criteria for flexibility and novelty. Auditory learners fulfilled the criteria for fluency and flexibility. Conversely, kinaesthetic learners did not meet the criteria for fluency, flexibility, or novelty. Practical implications: Creative thinking skills can be cultivated in students through open-ended problem-solving instruction because learning styles significantly influence an individual's creative thinking capacity. Originality/value: This study provides a specific overview of creative thinking as a fundamental skill for the 21st century based on an analysis of learning styles in the context of solving open-ended problems. Purpose: Penelitian ini bertujuan untuk mendeskripsikan kemampuan berpikir kreatif siswa dalam menyelesaikan masalah open-ended ditinjau dari gaya belajar guna mendukung kemampuan yang dibutuhkan di abad 21. Design/methodology/approach: Pendekatan penelitian ini adalah kualitatif di mana pengumpulan data dilakukan melalui tes kemampuan berpikir kreatif, tes gaya belajar, dan wawancara. Subjek penelitian adalah 33 siswa kelas X yang berasal dari salah satu sekolah menengah atas di Kota Malang. Wawancara dilakukan pada subjek di setiap gaya belajar dengan memperhatikan proporsional gaya belajar visual, auditorial, dan kinestetik serta kemampuan komunikasi siswa menggunakan instrumen yang valid melalui proses validasi ahli. Findings: 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. Practical implications: Kemampuan berpikir kreatif dapat dibelajarkan kepada siswa melalui pembelajaran penyelesaian masalah open-ended karena gaya belajar dapat mempengaruhi kemampuan berpikir kreatif seseorang. Originality/value: Penelitian ini memberikan gambaran spesifik mengenai kemampuan berpikir kreatif sebagai bagian dari kemampuan yang dibutuhkan di abad 21 berdasarkan tinjauan gaya belajar dalam menyelesaikan masalah open-ended.

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

Purpose: This study aims to describe the written mathematical communication skills of senior high school students in solving mathematical problems, analyzed through the lens of the Myers-Briggs Type Indicator (MBTI) personality types, specifically the Thinking (T) and Feeling (F) dimensions. Design/methodology/approach: A descriptive qualitative approach was employed in this research. The subjects included 36 eleventh-grade students at a senior high school in Malang. From this group, four students were selected as interview subjects: two representing the Thinking type and two representing the Feeling type. Data collection techniques involved an MBTI questionnaire, a mathematical communication skills test, and in-depth interviews. Findings: The results indicate that students with the Thinking personality type tend to exhibit systematic, logical, and analytical mathematical communication skills across the use of symbols, visual representations, and written solutions. Conversely, students with the Feeling personality type emphasize practicality and emotional aspects in conveying mathematical ideas, while also demonstrating a particular sensitivity to aesthetic presentation. Practical implications: Proficiency in mathematical communication is vital for students to achieve a profound understanding of mathematical concepts. However, PISA 2022 results reveal that the mathematical literacy of Indonesian students requires enhancement, particularly regarding the ability to articulate ideas and solutions clearly and structurally. The Thinking and Feeling MBTI types are deemed highly relevant as they influence how students think, process information, and communicate their understanding during mathematical problem-solving. Originality/value: Initial findings by the researcher suggest distinct patterns in written mathematical communication among students, which are posited to be influenced by their specific personality types. Purpose: 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). Design/methodology/approach: 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. Findings: 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.Practical implications: Kemampuan komunikasi matematis penting dimiliki siswa untuk memahami konsep matematika secara mendalam. Hasil PISA 2022 menunjukkan hasil literasi matematika siswa Indonesia masih perlu ditingkatkan, terutama kemampuan siswa dalam menyampaikan ide dan solusi secara jelas dan terstruktur. Tipe thinking dan feeling dalam MBTI dinilai relevan karena berpengaruh terhadap cara siswa berpikir, memproses informasi, dan mengomunikasikan pemahaman dalam pemecahan masalah matematika. Originality/value: Temuan awal peneliti menunjukkan adanya perbedaan pola komunikasi matematis tertulis antar siswa, yang diduga dipengaruhi oleh tipe kepribadian.

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.

Development of Linear Equations e-Learning Media by Integrating Geogebra in Google Sites Rizqi, Muhammad Ainur; Sa’dijah, Cholis
Jurnal Pendidikan MIPA Vol 24, No 2 (2023): Jurnal Pendidikan MIPA
Publisher : FKIP Universitas Lampung

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The purpose of this research is develop online linear equation learning media using Geogebra through Google sites. This is a research and development research that uses the Alessi and Trollip (2001) models. The development steps are: planning, design, and development. The instrument used in this study was student worksheets found on Google sites. This research was tested on 56 students of grade 8 MTsN 1 Malang City. The validation results show that this media is valid with a score of 85.6%. When the experiment was conducted on students, it showed that this media was practical with a score of 83.0% and effective with a score of 81.3%. This study also shows that through the steps of guided discovery learning: providing stimulation, problem statement, data collection, data processing, verification, and drawing conclusions students are able to construct concepts about straight-line equations independently. Keywords: learning media, linear equation, geogebra, google site. DOI: http://dx.doi.org/10.23960/jpmipa/v24i2.pp481-492

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 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 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, 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 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 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 Pratiwi, Nike Punaji Setyosari Purnomo, Purnomo Purwanto Purwanto Purwanto Purwanto Purwanto Purwanto Purwosetiyono, Fransiskus Xaverius Didik Puspitasari, Septi Putri Nur Azizah, Putri Nur 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 Slamet Arifin 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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