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All Journal International Journal of Evaluation and Research in Education (IJERE) Kreano, Jurnal Matematika Kreatif-Inovatif Jurnal Didaktik Matematika AKSIOMA: Jurnal Program Studi Pendidikan Matematika Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Jurnal Ilmiah Ilmu Terapan Universitas Jambi
Sharifah Osman
Universiti Teknologi Malaysia
Education Engineering Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Mathematics Other

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Reviewing the Van Hiele model and the application of metacognition on geometric thinking Muhammad Ammar Naufal; Abdul Halim Abdullah; Sharifah Osman; Mohd Salleh Abu; Hisyam Ihsan; Rondiyah Rondiyah
International Journal of Evaluation and Research in Education (IJERE) Vol 10, No 2: June 2021
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v10i2.21185

Abstract

Metacognition, or the ability to think about thinking, is essential in the development of geometric thinking. However, studies on the Van Hiele model and the application of metacognition on geometric thinking are still under-researched. This study aimed to provide a review of the Van Hiele model and the application of metacognition on geometric thinking. A total of 844 articles were retrieved through internet search engines from 1995 to 2020 and manually selected and reviewed systematically. The keywords used related to the Van Hiele model, metacognition, and geometric thinking. The findings that emerged from the review were categorized into two main themes which were the effectiveness of the Van Hiele model towards geometric thinking and the effectiveness of the application of metacognition on geometric thinking. Most articles revealed the positive indication of the geometric thinking development through the Van Hiele model intervention. It also seems that the potential of the application of metacognition in the Van Hiele model can strengthen geometric thinking development. Researchers and educators may find this knowledge useful in conducting empirical studies and developing learning instructions based on the application of metacognition in the development of geometric thinking.
The Application of Synchronous and Asynchronous Learning using E-learning on Elementary Linear Algebra Dwi Ivayana Sari; Moh. Zayyadi; Sharifah Osman; Milawati Milawati; Dian Kurniati
Didaktik Matematika Vol 9, No 1 (2022): April 2022
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (744.778 KB) | DOI: 10.24815/jdm.v9i1.24759

Abstract

Learning activities were changed from face-to-face to full-online due to the COVID-19 pandemic at the end of 2019. Online learning through WhatsApp Group (WAG) was used by a mathematics teacher in higher education program in the early 2020. However, the learning result showed that 75% of preservice teacher were unable to accomplish their elementary linear algebra material. The combination of online learning through asynchronous method and synchronous learning was an alternative solution to solve the problem and enable preservice teachers having virtual face-to-face interactions with their lecturers. Therefore, this study was conducted to determine the improvement in preservice teachers' learning outcomes and responses to synchronous and asynchronous learning. The research design used was one group posttest-only with 23 subjects were selected by clustered random sampling. Data were analyzed by descriptive statistical analysis. The test results showed that learning outcomes after synchronous and asynchronous learning was effective. While the questionnaire results expressed most preservice teachers gave a positive response to both learning methods. Thus, the combination of the two methods could improve the effectiveness of online learning during the Covid-19 pandemic. It is recommended that higher education institutions provide innovative e-learning platforms for preservice teachers in developing further online learning methods.
MATH TEACHER QUESTIONS CAN HELP STUDENTS AROUND COFFEE PLANTATIONS TO BEHAVE CRITICAL THINKING Dian Kurniati; Hobri Hobri; Abdur Rahman Asari; Sharifah Osman
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 11, No 1 (2022)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (543.835 KB) | DOI: 10.24127/ajpm.v11i1.4446

Abstract

The questions asked by the teacher affect students' thinking processes. So, it is necessary to do research that aims to describe what types of questions can provoke students to behave critically. The research subjects were 40 junior high school students around a coffee plantation in Jember, Indonesia. The data collection methods in this study were (1) test, (2) observation, and (3) interview. Each test was given two questions that meet the criteria for critical thinking behavior with the theme of coffee. The test is given at the end of mathematics lessons every Monday. Observations focused on three critical thinking behaviors, namely truth-seeking, open-mindedness, and inquisitiveness. Interviews were conducted at the end of the activity, namely after five learning meetings.  There are two findings in this research. First, junior high school students around coffee plantations are accustomed to truth-seeking, open-mindedness, and inquisitiveness in responding to questions from teachers. The habit of students in responding to teacher questions begins at the third meeting in learning. Second, there are three types of questions that can provoke students to behave critically. The three types of questions are questions that require students to construct concepts, principles, and procedures.Soal-soal yang diberikan oleh guru selama pembelajaran di kelas mempengaruhi proses berpikir siswa. Sehingga perlu dilakukan penelitian yang bertujuan untuk mendeskripsikan jenis pertanyaan apa yang dapat menstimulus siswa untuk berperilaku kritis. Subjek penelitian adalah 40 siswa SMP di sekitar perkebunan kopi di Jember, Indonesia. Metode pengumpulan data pada penelitian ini adalah (1) metode tes, (2) metode observasi, dan (3) metode wawancara. Setiap tes diberikan dua soal yang memenuhi kriteria perilaku berpikir kritis dengan tema kopi. Soal yang diajukan merupakan soal yang menitikberatkan pada konstruksi konsep, prinsip, dan prosedur dalam matematika. Tes diberikan pada akhir pelajaran matematika setiap hari Senin. Pengamatan difokuskan pada tiga perilaku berpikir kritis, yaitu pencarian kebenaran, keterbukaan pikiran, dan rasa ingin tahu. Wawancara dilakukan pada akhir kegiatan yaitu setelah lima kali pertemuan pembelajaran. Ada dua temuan dalam penelitian ini. Pertama, siswa SMP di sekitar perkebunan kopi terbiasa mencari kebenaran, memiliki pemikiran terbuka, dan rasa ingih tahu dalam menjawab pertanyaan dari guru. Kebiasaan siswa dalam menanggapi pertanyaan guru dimulai pada pertemuan ketiga dalam pembelajaran. Kedua, ada tiga macam soal yang dapat menstimulus siswa untuk berperilaku kritis. Ketiga jenis soal tersebut merupakan soal yang menuntut siswa untuk menyusun konsep, prinsip, dan prosedur.
Design and development of critical thinking learning strategy in integral calculus Nurul Shida; Abdul Halim Abdullah; Sharifah Osman; Norulhuda Ismail
International Journal of Evaluation and Research in Education (IJERE) Vol 12, No 1: March 2023
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v12i1.23779

Abstract

Difficulty in understanding problem solving is due to the absence of critical thinking. Students lack knowledge in assessing critical thinking during problem solving. Hence, there is a need to study critical thinking infused through a learning strategy to enhance problem solving. Critical thinking (CThink) is a learning strategy designed which combines critical thinking and Integral Calculus. The development process of CThink combines the critical thinking process and questioning for critical thinking using the analysis, design, development, implementation, and evaluation (ADDIE) model. In the learning strategy, questions were applied based on CThink processes which consist of interpretation, analysis, inference, evaluation, explanation, and self-regulation. Besides, different questioning for CThink is presented based on the critical thinking process. CThink has achieved a content validity of 94.12% with a coefficient value of 0.94, and the value is above 70% or 0.70. Based on the result, the contents in the CThink are considered of good validity. From the calculation of the percentage from the expert given score, CThink has achieved the validity measurement for the language of 97.50% with a coefficient value of validity is 0.975, which is above 70 or 0.70. Based on the result, the activities and syllabus used in CThink achieved good validity measurements. The experts concluded that this CThink meets the content of Integral Calculus, in line with the level of polytechnic students, allowing students to think critically to solve problems as well as activities in CThink help to enhance student problem solving.
Chemistry lecturers’ attitudes toward educational technology: Afghanistan lecturer perspective Sayed Abdul Aziz Ahmady Falah; Chuzairy Hanri; Muhammad Abd Hadi Bunyamin; Sharifah Osman
International Journal of Evaluation and Research in Education (IJERE) Vol 11, No 4: December 2022
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v11i4.22726

Abstract

Teachers play important role in applying technology in teaching and learning especially their attitude towards educational technology. Therefore, this study aimed to determine Afghanistan’s chemistry lecturers’ attitudes and find out differences in technology attitudes based on gender. The random sampling was used to select 154 participants. The result shows the positive attitudes of Afghanistan chemistry lecturers toward using education technology in the class. Furthermore, based on the finding, there was no significant difference between male and female lecturers’ toward using educational technology in the class. The result of this study can be use by the Afghanistan’s Ministry of higher education (HEM) and all university managers to introduce modern education technology into the education system since Afghanistan lecturers seem ready to use it in class.
GAYA BELAJAR GURU BERPERAN DALAM MENGAJUKAN THOUGHT-PROVOKING QUESTIONS Agustiani Putri; Abdur Rahman As'ari; Purwanto Purwanto; Sharifah Osman
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 11, No 4 (2022)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (761.943 KB) | DOI: 10.24127/ajpm.v11i4.5983

Abstract

Bertanya merupakan salah satu stimulus yang sering diberikan guru di dalam pembelajaran. Pertanyaan yang diajukan guru sangat berpengaruh terhadap level pemikiran siswa. Namun, guru memiliki referensi cara tersendiri untuk dapat menyerap informasi dari masalah numerasi sebelum mengajukan pertanyaan. Oleh karena itu, penelitian ini berupaya menyelidiki pengaruh gaya belajar guru terhadap cara guru dalam menyerap dan mengolah informasi yang bersumber dari masalah numerasi sebelum mengajukan thought-provoking questions. Penelitian ini menerapkan pendekatan kuantitatif yang dikategorikan ex post facto dengan desain kausal komparatif. Instrumen yang dimanfaatkan dalam penelitian ini berupa kuesioner gaya belajar dan cara guru menyerap informasi sebelum bertanya, serta pedoman wawancara. Subjek dari riset ini berjumlah 72 orang yang berasal dari berbagai sekolah di beberapa daerah. Guru diminta mengisi kuesioner terkait gaya belajar dan cara guru menyerap informasi sebelum bertanya, kemudian guru yang mewakili masing-masing gaya belajar diwawancarai lebih lanjut terkait cara guru mengajukan pertanyaan dan bentuk pertanyaan yang dapat diajukan. Data kuesioner yang telah didapatkan selanjutnya dianalisis menggunakan uji regresi sederhana, sedangkan data wawancara yang telah didapatkan dianalisis secara kualitatif. Riset ini menemukan bahwa guru yang menjadi subjek penelitian ini dominan mempunyai gaya belajar visual. Hasil angket yang telah didistribusikan menunjukkan persentase guru visual sebesar 42%, guru auditori senilai 24%, dan guru kinestetik berjumlah 34%. Hasil dari uji normalitas membuktikan bahwa data yang ada mempunyai distribusi normal dengan nilai signifikansi 0.246 > 0.05, sedangkan uji linearitas memperoleh nilai signifikansinya sebesar 0.467 > 0.05, artinya terdapat hubungan antara gaya belajar dengan cara guru mengajukan thought-provoking questions. Selain itu, uji t menunjukkan bahwa thitung > ttabel yaitu 4.290 > 1.665 dengan nilai signifikansinya 0,000 < 0,05. Dengan demikian, riset ini menemukan bahwa ada pengaruh antara gaya belajar dengan cara guru mengajukan thought-provoking questions. Gaya belajar dinilai mampu memberikan kontribusi terhadap cara guru mengajukan thought-provoking questions yang melalui proses menyerap dan mengolah informasi sebesar 69.2%. 
Truth-Seekers Students' Critical Thinking Process in Solving Mathematics Problems with Contradiction Information Kamal Ardiansyah; Dian Kurniati; Dinawati Trapsilasiwi; Sharifah Osman
Kreano, Jurnal Matematika Kreatif-Inovatif Vol 13, No 1 (2022): Kreano, Jurnal Matematika Kreatif-Inovatif
Publisher : Mathematics Dept, Math. and Science Faculty, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/kreano.v13i1.33286

Abstract

The aims of this study are (1) to describe the critical thinking processes of truth-seekers students in solving math problems with contradiction information based on the theory of mental mechanisms and structures, and (2) to find valid and effective learning models to improve the critical thinking processes of truth-seekers students. The subjects of this study were truth-seekers at SMPN 7 Jember. Data collection methods in this study were tests, observations, and interviews. The results of the research are that students who do truth-seeking in this study build mental mechanisms consisting of interiorization, coordination, and encapsulation and construct all mental structures, namely actions, processes, objects, and schemas. So, it can be concluded that the mental mechanism process of truth-seekers students in this study is not complete even though the mental structures have all been constructed in their minds. The model found to improve the critical thinking process based on the research findings is the infusion learning model by focusing on the habit of solving mathematical problems with contradiction information.Tujuan penelitian ini adalah (1) mendeskripsikan proses berpikir kritis siswa truth-seekers dalam menyelesaikan soal matematika dengan informasi yang kontradiksi berdasarkan teori mekanisme dan struktur mental, dan (2) menemukan model pembelajaran yang valid dan efektif untuk meningkatkan proses berpikir kritis siswa yang truth-seekers. Subjek penelitian ini adalah siswa yang truth-seekers di SMPN 7 Jember. Metode pengumpulan data pada penelitian ini adalah tes, observasi, dan wawancara. Hasil dari penelitian yaitu siswa yang melakukan truth-seeking dalam penelitian ini membangun mekanisme mental yang terdiri dari interiorisasi, koordinasi, dan enkapsulasi serta mengkonstruk seluruh struktur mental yaitu aksi, proses, objek, dan skema. Sehingga dapat disimpulkan bahwa proses mekanisme mental siswa truth-seekers dalam penelitian ini tidak lengkap walaupun struktur mentalnya telah dikonstruk semua dalam pikirannya. Model yang ditemukan untuk meningkatkan proses berpikir kritis berdasarkan temuan penelitian adalah model pembelajaran infusi dengan memfokuskan pada pembiasaan pemecahan masalah matematika dengan informasi yang kontadiksi.
Mathematical Literacy in Solving PISA Space and Shape Problems : A Self-Regulation Perspective Zainuddin Untu; Tri Widyasari; Intan Dwi Hastuti; Sutarto Sutarto; Percy Sepeng; Dian Kurniati; Sharifah Osman
Jurnal Kependidikan: Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan, Pengajaran dan Pembelajaran Vol 11, No 1 (2025): March
Publisher : Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jk.v11i1.14659

Abstract

This study aims to explore the role of self-regulation in enhancing mathematical literacy among high school students solving PISA Space and Shape problems. Employing a qualitative descriptive approach, data were collected through self-regulation questionnaires, PISA-based tasks, and semi-structured interviews from high school students categorized into high, moderate, and low self-regulation groups. The data analysis technique in this study consisting of three stages: data condensation, data display, and conclusion. Results reveal a strong correlation between self-regulation and mathematical literacy, with high self-regulation students excelling in formulating, employing, and interpreting mathematical problems. Moderate self-regulation students displayed partial success, while low self-regulation students struggled significantly, particularly in interpreting and validating solutions. The study underscores the importance of self-regulation strategies such as goal-setting, monitoring, and reflection in improving mathematical literacy. Instructional recommendations include structured goal-setting frameworks, reflective practices, and scaffolded tasks to support learners with varying self-regulation levels. These findings contribute to mathematics education by addressing the interplay between self-regulation and problem-solving in the underexplored Space and Shape domain. Future research should expand on these insights through larger, longitudinal studies to further validate the implications of self-regulation in educational contexts.
PROSPECTIVE MATHEMATICS TEACHERS’ MATHEMATIZATION COMPETENCIES IN SOLVING WORD PROBLEMS Dewi Hamidah; Susiswo Susiswo; Hery Susanto; Sharifah Osman
Jurnal Ilmiah Ilmu Terapan Universitas Jambi Vol. 9 No. 3 (2025): Volume 9, Nomor 3, September 2025
Publisher : LPPM Universitas Jambi

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

Abstract

Mathematization competencies among prospective teachers, focusing on their ability to construct and communicate mathematical arguments, are crucial for effective mathematics education. This exploratory study aimed to produce qualitative-descriptive data on prospective teachers' competencies of mathematization in teacher education programs. The study employs word problems based on everyday-life problems that are solved by the mathematization process and assessed based on three indicators of mathematization competencies. The data were collected from three groups of prospective teachers in the first, third, and fifth semesters, respectively, in the mathematics education study program at a public University in Kediri, Indonesia. The findings revealed that while all prospective teachers demonstrated basic skills in identifying assumptions and organizing problems, fifth-year students exhibited better abilities in mathematical argumentation, particularly in generalizing mathematical problems. These advanced abilities included the formulation, analysis, and presentation of proficient mathematical arguments, indicating a deeper understanding and mastery of mathematization that developed progressively throughout their education. The results of this study underscore the importance of sustained and structured learning experiences in mathematics teacher education programs to foster higher-order mathematical competencies. This study enriches the mathematics education literature by illustrating the growth of argumentation skills in mathematization among prospective teachers, highlighting the need for educational curricula that emphasize these advanced skills.
Co-Authors Abdul Halim Abdullah Abdur Rahman As’ari Agustiani Putri Chuzairy Hanri Dewi Hamidah Dian Kurniati Dian Kurniati Dinawati Trapsilasiwi Dwi Ivayana Sari Hasan Basri Hery Susanto Hisyam Ihsan Hobri Intan Dwi Hastuti Kamal Ardiansyah Milawati Milawati Mohd Salleh Abu Muhammad Abd Hadi Bunyamin Muhammad Ammar Naufal Norulhuda Ismail Nurul Shida Percy Sepeng Purwanto Purwanto Rondiyah Rondiyah Sayed Abdul Aziz Ahmady Falah Susiswo Sutarto Sutarto Tri Widyasari Untu, Zainuddin Untu Zayyadi, Moh