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All Journal International Journal of Evaluation and Research in Education (IJERE) Prosiding Seminar Nasional Sains Dan Teknologi Fakultas Teknik Wahana Didaktika AlphaMath: Journal of Mathematics Education EDU-MAT: Jurnal Pendidikan Matematika Journal on Education Jurnal Pendidikan Matematika (JPM) ANARGYA: Jurnal Ilmiah Pendidikan Matematika Journal of Authentic Research on Mathematics Eduacation (JARME) Integral : Pendidikan Matematika JPMI (Jurnal Pembelajaran Matematika Inovatif) Southeast Asian Mathematics Education Journal Mosharafa: Jurnal Pendidikan Matematika Jurnal Manajemen Pendidikan Dasar, Menengah dan Tinggi [JMP-DMT] TRISALA: Jurnal Ilmiah Pendidikan Journal Evaluation in Education (JEE) Jurnal Panrita OMEGA: Jurnal Keilmuan Pendidikan Matematika Euclid Prosiding Seminar Nasional Pascasarjana Proceeding of International Conference on Science, Education, and Technology JNPM (Jurnal Nasional Pendidikan Matematika) Tanggon Kosala Jurnal Punyimbang Jurnal Ilmiah Literasi Indonesia Eduma : Mathematics Education Learning and Teaching
Mulyono Mulyono
Universitas Negeri Semarang
Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Education Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Social Sciences Other

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Critical Thinking in Mathematics Education: A Systematic Literature Review and Bibliometric Analysis Ahmad Zaeni; Kartono Kartono; Mulyono Mulyono; Yohanes Leonardus Sukestiyarno
Mosharafa: Jurnal Pendidikan Matematika Vol. 14 No. 3 (2025): July
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v14i3.3476

Abstract

Minat akademis terhadap berpikir kritis dalam pendidikan matematika terus meningkat, tetapi pemetaan kontribusi ilmiah yang menyeluruh masih terbatas. Studi ini memadukan tinjauan pustaka sistematis dan analisis bibliometrik untuk memetakan tren publikasi, fokus tema, dan jejaring kolaborasi riset. Menggunakan protokol PRISMA, artikel dihimpun dari Scopus dengan kata kunci “critical thinking” dan “mathematics education” hingga 3 Juli 2025. Dari 2.088 catatan awal, 142 artikel memenuhi kriteria. Analisis VOSviewer menunjukkan pertumbuhan publikasi yang stabil dalam lima tahun terakhir, dengan dominasi studi kualitatif. Tema-tema utama meliputi integrasi berpikir kritis dalam kurikulum matematika, penerapan model pembelajaran inovatif seperti Problem-Based Learning dan kelas terbalik, serta pengembangan instrumen asesmen untuk keterampilan berpikir tingkat tinggi. Tinjauan ini merangkum lima komponen inti berpikir kritis matematis: pemecahan masalah autentik, pertanyaan reflektif, penalaran, evaluasi, dan strategi metakognitif, yang mendukung pemahaman konseptual dan fleksibilitas kognitif. Implikasinya, pendidik dan peneliti perlu mengintegrasikan komponen tersebut dalam desain pembelajaran dan asesmen, serta menguji efektivitasnya melalui studi empiris pada berbagai konteks dan jenjang pendidikan. Academic interest in critical thinking in mathematics education has increased, yet comprehensive mapping of scholarly contributions remains limited. This study combines a systematic literature review and bibliometric analysis to identify publication trends, key themes, and research collaboration networks. Using the PRISMA protocol, articles were retrieved from Scopus with the keywords “critical thinking” and “mathematics education,” covering publications up to July 3, 2025. Of 2,088 initial records, 142 articles met the eligibility criteria. VOSviewer mapping shows steady publication growth over the past five years, with qualitative studies as the dominant approach. Major themes include integrating critical thinking into the mathematics curriculum, applying innovative instructional models such as Problem-Based Learning and flipped classrooms, and developing assessment instruments for higher-order thinking skills. This review summarizes five core components of mathematical critical thinking authentic problem solving, reflective questioning, reasoning, evaluation, and metacognitive strategies which support conceptual understanding and cognitive flexibility. These findings imply that educators and researchers should embed these components into teaching and assessment designs and examine their effectiveness through empirical studies across diverse contexts and educational levels.
Kurikulum dan Pembelajaran Matematika di Jepang dan di Indonesia Hamidah Hamidah; Iwan Junaedi; Mulyono Mulyono; Jaka Wijaya Kusuma
Jurnal Pendidikan Matematika (JPM) Vol 7 No 2 (2021): Jurnal Pendidikan Matematika (JPM)
Publisher : Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/jpm.v7i2.11425

Abstract

Perubahan sistem pendidikan menyesuaikan perkembangan zaman yang terjadi, baik itu di Indonesia maupun di Jepang. Perubahan terus dilakukan dengan tujuan meningkatkan kualitas pendidikan serta menstimulus jiwa kreatif guru-guru dalam menerapkan pembelajarannya di kelas kepada siswa. Salah satu syarat wajib pada pendidikan disuatu lembaga pendidikan adalah kurikulum. Kurikulum adalah suatu bagian penting dalam pendidikan dan pengajaran. Adapun beberapa komponen kurikulum yang saling memiliki kaitan antara tujuan pembelajaran, materi, teknik, dan evaluasi, serta merupakan landasan utama sebagai usaha mengembangkan proses pembelajaran pada lembaga pendidikan. Namun ironisnya, negara Indonesia masih berada diposisi yang jauh tertinggal dilihat dari hasil TIMS dan PISA. Negara Jepang ditinjau dari kualitasnya yaitu proses ataupun hasil lebih baik dari negara Indonesia, sehingga dalam proses pengembangan dan perbaikan kurikulum matematika di Indonesia hendaknya berkaca dengan negara Jepang. Secara umum proses belajar matematika di Indonesia bersifat abstrak dan hafalan serta menekankan pembelajaran matematika pada tercapainya kompetensi siswa dan berorientasi pada hasil belajar. Sedangkan, kurikulum di Jepang menekankan kapada pemecahan masalah serta tercapainya kemampuan berpikir logis siswa. Kurikulum negara Jepang tidak memberi target kepada siswanya untuk menguasai semua materi yang ditetapkan, namun memberi target terhadap kedalaman dari proses pembelajarannya.
Comparison of the United States and Indonesia Mathematics Curriculum: Analysis of Structure, Implementation, and Challenges Ahmad Rizal Saqibul Fiqri; Stevanus Budi Waluyo; Mulyono Mulyono
OMEGA: Jurnal Keilmuan Pendidikan Matematika Vol. 4 No. 3 (2025): OMEGA: Jurnal Keilmuan Pendidikan Matematika
Publisher : Program Studi Pendidikan Matematika, Fakultas Keguruan Dan Ilmu Pendidikan, Universitas Alwashliyah Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47662/jkpm.v4i3.1120

Abstract

This article examines a comparative analysis of mathematics curricula in the United States and Indonesia, focusing on their structural design, implementation practices, and the challenges encountered in practice. This study employs a literature review method by analyzing official curriculum documents, scholarly articles, policy reports, and empirical studies published within the last five years. The analysis shows that the United States implements a standardized curriculum through the Common Core State Standards for Mathematics (CCSSM), which emphasizes coherence across grade levels and a balance between conceptual understanding, procedural fluency, and mathematical application. Meanwhile, Indonesia’s Merdeka Curriculum adopts a more flexible phase-based structure to accommodate diverse educational contexts. In practice, the United States benefits from stronger infrastructure, professional development, and consistent assessment systems, whereas Indonesia faces challenges related to disparities in facilities, teacher readiness, and varying levels of understanding of Learning Outcomes and authentic assessment. The synthesis indicates that curriculum effectiveness is strongly influenced by alignment between structural design, implementation capacity, and policy stability. This article provides valuable insights for strengthening mathematics curriculum development across diverse educational settings
Pengembangan Buku Algoritma Euclid Untuk Perhitungan FPB dan KPK Astuti Astuti; Paskha Marini Thana; Sri Hanipah; Mulyono Mulyono; St Budi Waluya
Jurnal Panrita Vol 5 No 1 (2025): Jurnal Panrita-June
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah (LPPI) Universitas Muhamamdiyah Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35906/panrita.v6i1.331

Abstract

The fundamental mathematical concepts acquired at the elementary level include the calculation of the greatest common divisor (GCD) and the least common multiple (LCM). It is undeniable that students encounter challenges when attempting to solve and determine the value of GCD and LCM. A prevalent pedagogical practice observed in the classroom is the exclusive reliance on methods derived from textbooks. Accordingly, this research is designed to provide educators with additional resources for implementing alternative methods in teaching the material related to GCD and LCM, with a particular focus on facilitating calculations involving large numbers. This study used the research and development method. The data used were the results of expert judgment from mathematics experts. The product produced from this research is the Euclid algorithm book on the calculation of GCD and LCM, for elementary school teachers. This book received a good response from the experts with an average assessment value of 4.43 or classified as very good so it is suitable for use as a reference for teachers.
Kebijakan Kurikulum Matematika di Jepang Rahmat Mushlihuddin; St. Budi Waluyo; Mulyono Mulyono
Jurnal Manajemen Pendidikan Dasar, Menengah dan Tinggi [JMP-DMT] Vol 7, No 1 (2026): JURNAL JMP-DMT
Publisher : UMSU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/jmp-dmt.v7i1.27756

Abstract

Sistem pendidikan di Jepang adalah komitmen besar terhadap investasi dalam teknologi dan infrastruktur, tetapi Jepang juga menekankan pentingnya nilai-nilai moral, etika, dan norma sosial yang menjadi fondasi masyarakatnya. Kurikulum matematika Jepang telah mengalami berbagai transformasi signifikan sejak periode modernisasi hingga era kontemporer saat ini. Rumusan masalah membahas perkembangan kurikulum di Jepang, kebijakan kurikulum pendidikan terutama dibidang matematika di Jepang, karakteristik kurikulum matematika di Jepang dalam keberhasilan Jepang dalam menciptakan sumber daya manusia yang berkualitas tinggi dan berdaya saing global, dan perbedaan kurikulum Matematika di Jepang dengan Indonesia. Penelitian ini menggunakan pendekatan deskriptif kualitatif dengan metode studi literatur. Studi literatur dapat dilakukan dengan cara mengumpulkan referensi dari beberapa penelitian terdahulu dan mensintesiskannya untuk menarik Kesimpulan. Jepang telah mengembangkan sistem pendidikan matematika yang diakui secara internasional melalui Course of Study yang direvisi secara berkala, pendekatan problem-solving yang unik, dan praktik Lesson Study. Kurikulum menggunakan prinsip-prinsip Chi-Toku-Tai. Ini hampir sama dengan tiga domain pengetahuan oleh Bloom yaitu kognitif, afektif, dan psikomotorik. Pendidikan di Jepang lebih mengutamakan pembentukkan karakter karakter, moral, dan etika pada diri siswa dari pada perkembangan intelektualnya.
Analysis of Mathematics Creative Thinking Ability in Each Gregorc Mind Styles with a Project-Based E-Learning Model Detalia Noriza Munahefi; Mulyono Mulyono; Kartono Kartono
Southeast Asian Mathematics Education Journal Vol 15, No 2 (2025)
Publisher : SEAMEO Regional Centre for QITEP in Mathematics

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46517/seamej.v15i2.203

Abstract

The difference in mind styles is one of the challenges to improving students' mathematical creative thinking ability—learning activities with a project-based e-learning model as an alternative to solve problems. The research aims to describe mathematical creative thinking ability in Gregorc mind styles with a project-based e-learning model. Gregorc mind style consists of concrete sequential (CS), abstract sequential (AS), concrete random (CR), and abstract random (AR). The mixed research method begins with quantitative research and then continues qualitatively. This research was conducted on vector material for class X high school students. The sampling technique is a probabilistic stratified sampling type where samples are taken in each Gregorc mind style with proportions according to their presence in the population. Students with CS mind styles dominated the results of the study. At the same time, students with AS mind styles were not found. The ANOVA test showed a significance value of 0,952 > 0,05, so there was no difference in mathematical creative thinking abilities in Gregorc's mind styles. However, every student with different mind styles has different achievement aspects of mathematical creative thinking ability. Therefore, three subjects were taken using each Gregorc mind style in the qualitative research stage. Students with the CS mind style can achieve the elaboration aspect well, but the originality aspect cannot be completed well. On the other hand, the originality aspect can be achieved very well by students with an AR mind style.
Analisis kemampuan pemecahan masalah matematis pada model problem based learning berbantuan scratch ditinjau dari motivasi belajar siswa Lili Rahmawati; Mulyono Mulyono; Zaenuri Zaenuri; Walid Walid
JPMI (Jurnal Pembelajaran Matematika Inovatif) Vol. 9 No. 4 (2026): JPMI
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jpmi.v9i4.31984

Abstract

This study was motivated by the low mathematical problem-solving ability of students. The aim of this research was to describe students’ mathematical problem-solving abilities in terms of learning motivation within PBL assisted by Scratch. This study employed a descriptive qualitative method with a case study design involving 26 eighth-grade students of SMP Negeri 7 Satu Atap Salem. Six students representing high, medium, and low learning motivation categories were selected through purposive sampling as interview participants. Data were collected using a learning motivation questionnaire, a mathematical problem-solving test consisting of five essay questions based on NCTM indicators, and interviews. The results showed differences in the characteristics of problem-solving abilities based on learning motivation levels. Students with high motivation were able to fulfill all indicators, while students with medium and low motivation still experienced difficulties, particularly in adjusting solution strategies and reflecting on their results. This study provides an overview of students’ mathematical problem-solving abilities based on learning motivation in PBL assisted by Scratch learning.
Co-Authors Adi Nur Cahyono Agus Nuryatin Ahmad Rizal Saqibul Fiqri Ahmad Zaeni Asrida Sigiro Astuti Astuti Bayu Murti Suryonegoro Bayu Tri Handoko Darto Darto Dedi Muhtadi Desi Novita Sari Detalia Noriza Munahefi Dwijanto Dwijanto Emi Pujiastuti Ferry Ferdianto Hamidah Hamidah Hamidah Hamidah Hanipah, Sri Henry Suryo Bintoro Ifan Badra Wijaya Irmawati Liliana Kusuma Dewi Irmawati Liliana Kusuma Dewi Isnaini Rosyida Isnaini Rosyida Iwan Junaedi Iwan Junaidi Jaka Wijaya Kusuma Kartono , Lili Rahmawati Mariani Scolastika Miftah Fathur Rahmi P Mimbarwati Mimbarwati Mohammad Fatchurrohman Muhamad Gani Rohman Muhamad Nurul Huda Nuhyal Ulia Nur Fatimah Nur Rokhman Nuriana R. Dewi Nurina Hidayah Nurkaromah Dwidayati, Nurkaromah Paskha Marini Thana Rahmat Mushlihuddin Rahmawati Rahmawati Rochmad - Salsabil Qoriroh Scolastika Mariani St. Budi Waluya St. Budi Waluyo Stevanus Budi Waluyo Sudarsono Sudarsono Sukestiyarno Sukestiyarno Suyanto Suyanto Tri Suminar Tuti Asharianti Ulya Ulfiyati Walid Walid, Walid Wardono Wardono Widowati Widowati Widowati, Widowati Widya Dwiyanti Y.L. Sukestiyarno YL Sukestiyarno Yohanes Leonardus Sukestiyarno Yusfita Yusuf Zaenuri Mastur