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All Journal International Journal of Evaluation and Research in Education (IJERE) Pythagoras: Jurnal Matematika dan Pendidikan Matematika Jurnal Penelitian dan Pengembangan Pendidikan Jurnal Peluang Jurnal Pengajaran MIPA Journal on Mathematics Education (JME) Jurnal Infinity Kreano, Jurnal Matematika Kreatif-Inovatif Journal on Mathematics Education (JME) Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam EurekaMatika (Jurnal Online Matematika S1) Jurnal Riset Pendidikan Matematika AKSIOMA: Jurnal Program Studi Pendidikan Matematika Transformasi: Jurnal Pengabdian Masyarakat Profesi Pendidikan Dasar JIPM (Jurnal Ilmiah Pendidikan Matematika) Pedagogia: Jurnal Pendidikan Jurnal Elemen Edumatsains AKSIOMA Jurnal Gantang Al-Jabar : Jurnal Pendidikan Matematika Jurnal Kajian Pembelajaran Matematika Al Ishlah Jurnal Pendidikan KALAMATIKA Jurnal Pendidikan Matematika REiD (Research and Evaluation in Education) Jurnal Penelitian Pendidikan IPA (JPPIPA) Jurnal Analisa PAEDAGOGIA PRISMA Juring (Journal for Research in Mathematics Learning) Formatif: Jurnal Ilmiah Pendidikan MIPA Journal of Honai Math JMM (Jurnal Masyarakat Mandiri) JTAM (Jurnal Teori dan Aplikasi Matematika) Lentera: Jurnal Ilmiah Kependidikan Jurnal Pendidikan Matematika (Kudus) Tarbawi: Jurnal Keilmuan Manajemen Pendidikan International Journal on Emerging Mathematics Education Theorems (The Original Research of Mathematics) International Journal of Pedagogy and Teacher Education JURNAL EKSAKTA PENDIDIKAN (JEP) Jurnal Surya Masyarakat AXIOM : Jurnal Pendidikan dan Matematika Teorema: Teori dan Riset Matematika SJME (Supremum Journal of Mathematics Education) Jurnal Cendekia : Jurnal Pendidikan Matematika Pelita : Jurnal Penelitian dan Karya Ilmiah Jurnal Sains Sosio Humaniora Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah di Bidang Pendidikan Matematika MAJAMATH: Jurnal Matematika dan Pendidikan Matematika JPM : Jurnal Pendidikan Matematika FIBONACCI: Jurnal Pendidikan Matematika dan Matematika Jurnal Dedikasi Pendidikan JKKP (Jurnal Kesejahteraan Keluarga dan Pendidikan) Symmetry: Pasundan Journal of Research in Mathematics Learning and Education Jurnal Pendidikan M A T H L I N E : Jurnal Matematika dan Pendidikan Matematika Math Educa Journal Gema Wiralodra Integral : Pendidikan Matematika JPMI (Jurnal Pembelajaran Matematika Inovatif) MATHEMA: JURNAL PENDIDIKAN MATEMATIKA Community Development Journal: Jurnal Pengabdian Masyarakat Alifmatika: Jurnal Pendidikan dan Pembelajaran Matematika Southeast Asian Mathematics Education Journal Perspektif : Jurnal Ilmu Administrasi International Journal on Teaching and Learning Mathematics Jurnal Surya Masyarakat Jurnal Pengabdian kepada Masyarakat Nusantara Gagasan Pendidikan Indonesia Pasundan Journal of Mathematics Education : Jurnal Pendidikan Matematika Jurnal PEKA (Pendidikan Matematika) Jurnal Pendidikan dan Teknologi Indonesia Mosharafa: Jurnal Pendidikan Matematika Jurnal Pendidikan Matematika Unpatti These proceedings represent the work of researchers participating in The International Conference on Elementary Education (ICEE) which is being hosted by the Elementary Education Study Programme School of Postgraduate Studies, Universitas Pendidikan JagoMIPA: Jurnal Pendidikan Matematika dan IPA Hipotenusa: Journal of Research Mathematics Education (HJRME) ACADEMIA: Jurnal Inovasi Riset Akademik Jurnal Eurekamatika Edumatika JES-MAT (Jurnal Edukasi dan Sains Matematika) Unnes Journal of Mathematics Education Jurnal Didactical Mathematics Journal of Advanced Sciences and Mathematics Education Prosiding Sesiomadika Edumatica: Jurnal Pendidikan Matematika Research and Development in Education (RaDEn) Journal of Mathematics Science and Computer Education International Journal of Community Engagement Payungi Euclid International Journal of Trends in Mathematics Education Research (IJTMER) JNPM (Jurnal Nasional Pendidikan Matematika) International Journal of Mathematics and Mathematics Education (IJMME) Tatar Pasundan: Jurnal Diklat Keagamaan Kelola: Jurnal Manajemen Pendidikan Cendikia: Jurnal Pendidikan dan Pengajaran Ta'dib IndoMath: Indonesia Mathematics Education Sipakaraya : Jurnal Pengabdian Masyarakat JRAMathEdu (Journal of Research and Advances in Mathematics Education) SIGMA DIDAKTIKA: Jurnal Pendidikan Matematika Hipotenusa: Journal of Mathematical Society Jurnal Infinity International Journal of Applied Learning and Research in Algebra International Journal of Geometry Research and Inventions in Education Journal on Mathematics Education Research Pi Radian Journal Jurnal Pendidikan MIPA Jurnal Pendidikan Progresif Journal on Mathematics Education SJME (Supremum Journal of Mathematics Education) Mathema: Jurnal Pendidikan Matematika Indonesian Journal on Learning and Advanced Education (IJOLAE) Jurnal Didaktik Matematika Eduma : Mathematics Education Learning and Teaching
Jarnawi Afgani Dahlan
Unversitas Pendidikan Indonesia
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Tinjauan Literatur Terhadap Perkembangan Kurikulum Pendidikan Matematika di Indonesia Dari Masa Ke Masa Haq. MY, Annisa Husnul; Kusumah, Yaya S.; Dahlan, Jarnawi A.
Jurnal PEKA (Pendidikan Matematika) Vol. 9 No. 2 (2026): Jurnal PEKA (Pendidikan Matematika)
Publisher : Program Studi Pendidikan Matematika Universitas Muhammadiyah Sukabumi (UMMI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37150/vbp8zt04

Abstract

ABSTRACT: In mathematics subjects, reviewing the development of the curriculum in Indonesia is a step in adapting to global dynamics in the aspect of education, student needs, and demands from the development of the times. Some examples of challenges faced by the development of the education curriculum in Indonesia from time to time are the lack of teacher readiness in adopting new approaches, the gap between implementation in the field and the concept, and inconsistencies between curricula. The purpose of the study is to analyze the development of the mathematics education curriculum in Indonesia from time to time. The writing of this journal uses a qualitative research type. The findings of the study are the development of the mathematics education curriculum in Indonesia from time to time starting from the 1994 Curriculum, KBK (2004), KTSP (2006), 2013 Curriculum, and the Independent Curriculum. Reviewed from the assessment, education starts from a written exam to a formative and holistic assessment. Furthermore, reviewed from student involvement in the 1994 curriculum, passive student involvement was found until the independent curriculum experienced an increase in student involvement to become very active personally. In terms of the role of teachers, there has also been an increase in the development of the curriculum, namely starting from the dominant method of lectures, facilitators, and collaborating facilitators. Furthermore, the flexibility of the curriculum has also increased from the "Low" category in the 1994 Curriculum to the "Very High" category in the independent curriculum ABSTRAK: Pada mata pelajaran matematika meninjau terkait dengan perkembangan kurikulum di indonesia merupakan langkah dalam beradaptasi terhadap dinamika global pada aspek pendidikan, kebutuhan peserta didik, serta tuntutan dari perkembangan zaman. Beberapa contoh tantangan yang dihadapi dari perkembangan kurikulum pendidikan di indonesia dari masa ke masa ialah kurangnya kesiapan guru dalam mengadopsi pendekatan baru, kesenjangan antara impelemntasi di lapangan dengan konsep, serta inkosistensi antar kurikulum. Tujuan penelitian ialah menganalisis terkait dengan perkembangan kurikulum pendidikan matematika di indonesia dari masa ke masa. Penulisan dari jurnal ini menggunakan jenis penelitian kualitatif. Hasil temuan penelitian ialah perkembangan kurikulum pendidikan matematika di indonesia dari masa ke masa mulai dari Kurikulum 1994, KBK (2004), KTSP (2006), Kurikulum 2013, dan Kurikulum Merdeka. Ditinjau dari penilaian maka pada pendidikan dimulai dari adanya ujian tertulis hingga dilakukan penilaian formatif dan holistic. Selanjutnya ditinjau dari keterlibatan siswa pada kurikulum 1994 didapatkan keterlibatan siswa pasif hingga pada kurikulum merdeka mengalami peningkatan keterlibatan siswa menjadi sangat aktif secara personal. Ditinjau dari peranan guru juga mengalami peningkatan dari perkembangan kurikulum yaitu mulai dari metode dominan ceramah, fasilitator, dan kolaborator fasilitator. Selanjutnya dari fleksibilitas kurikulum juga mengalami peningkatan dari karegori “Rendah” pada Kurikulum 1994 hingga di kategori “Sangat Tinggi” pada kurikulum merdeka.
Kajian Literatur Kurikulum Matematika Di Berbagai Negara: Perspektif Global Untuk Penguatan Kurikulum Indonesia Sa'diyyah, Halimatu; Sudihartinih, Eyus; Dahlan, Jarnawi A.
Jurnal PEKA (Pendidikan Matematika) Vol. 9 No. 2 (2026): Jurnal PEKA (Pendidikan Matematika)
Publisher : Program Studi Pendidikan Matematika Universitas Muhammadiyah Sukabumi (UMMI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37150/w87y9m51

Abstract

ABSTRACT: The purpose of this study is to review and synthesize various scientific articles discussing mathematics curricula in various countries, in order to gain insights that can be used to strengthen mathematics curricula in Indonesia. This study is a descriptive qualitative study using a literature review approach (library research). This article aims to examine and compare mathematics curricula from several countries, both developed and developing, such as Finland, Japan, Singapore, Australia, and other countries. The method used is a literature review with a descriptive qualitative approach. Data was obtained through the stages of literature search and selection, using the Publish or Perish database to trace relevant scientific articles linked to the Google Scholar index. Data analysis was conducted using a thematic analysis approach, focusing on identifying and grouping information based on six elements of the mathematics curriculum: learning objectives, content, teaching approaches, competencies, evaluation, and curriculum systems. The results for mathematics curricula from 23 countries show diversity in terms of learning objectives, content, learning approaches, competencies developed, evaluation systems, and curriculum systems. Indonesia can adopt best practices from other countries, such as teacher role flexibility (Finland), process-based assessment and learning development (Netherlands), and contextualization of learning (Canada, Turkey).   ABSTRAK: Tujuan penelitian ini adalah untuk mengkaji dan mensintesis berbagai artikel ilmiah yang membahas kurikulum matematika di berbagai negara, guna memperoleh wawasan yang dapat digunakan dalam penguatan kurikulum matematika di Indonesia. Penelitian ini merupakan penelitian kualitatif deskriptif dengan pendekatan studi literatur (library research). Artikel ini bertujuan untuk mengkaji dan membandingkan kurikulum matematika dari beberapa negara, baik maju maupun berkembang, seperti Finlandia, Jepang, Singapura, Australia, dan negara-negara lain. Metode yang digunakan adalah studi literatur dengan pendekatan kualitatif deskriptif. Data diperoleh melalui tahap pencarian dan seleksi literatur, basis data Publish or Perish digunakan untuk menelusuri artikel-artikel ilmiah yang relevan, terhubung dengan indeks Google Scholar. Proses analisis data dilakukan melalui pendekatan analisis tematik, yang difokuskan pada identifikasi dan pengelompokan informasi berdasarkan enam elemen kurikulum matematika: tujuan pembelajaran, isi materi, pendekatan pembelajaran, kompetensi, evaluasi, dan sistem kurikulum. Hasilnya terhadap kurikulum matematika dari 23 negara menunjukkan adanya keragaman dalam hal tujuan pembelajaran, isi materi, pendekatan pembelajaran, kompetensi yang dikembangkan, sistem evaluasi, dan sistem kurikulum. Indonesia dapat mengadopsi praktik-praktik unggul dari negara lain, seperti fleksibilitas peran guru (Finlandia), asesmen berbasis proses dan perkembangan belajar (Belanda), serta kontekstualisasi pembelajaran (Kanada, Turki).
Improving Junior High School Students' Mathematical Understanding Ability Through Powerpoint Assisted Visual Media Rusdian Rifai; Turmudi; Jarnawi Afgani Dahlan; Suhendra
EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 9 No 1 (2024): July
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/edumatsains.v9i1.5932

Abstract

Students typically have less interest in learning mathematics because it is still seen as a challenging subject. As a result, when compared to other disciplines, the pupils' mathematics understanding abilities remained below average. The aim of this study was to find out how employing visual aids, such as PowerPoint, to teach geometric shapes to students improved their mathematical comprehension skills. This kind of study uses a random subject posttest design and is therefore quasi-experimental. The population of this study consisted of students in class VIII SMPN 1 Pagelaran; the samples were drawn using the purposive sampling technique from students in class VIII C, which was the experimental class, and class VIII D, which was the control class. The t-test, homogeneity test, and normalcy test are the data analysis methods employed. With a significant rate of0.05, the testing results for the hypothesis produced tstat= 3.2 > ttable= 1.6801. This indicates that while Ha is acceptable, Ho is denied. This demonstrates how employing PowerPoint-assisted visual aids in mathematics instruction increases students' capacity for mathematical knowledge.
Implementation of Open-Ended Approach in Mathematics Learning to Improve Learning Independence of Vocational High School Students Rusdian Rifai; Turmudi; Jarnawi Afgani Dahlan; Suhendra
EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 10 No 1 (2025): July
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/edumatsains.v10i1.6710

Abstract

This study aims to analyze the effectiveness of mathematics learning with an open-ended approach in improving the learning independence of Vocational High School (SMK) students. This study uses a quasi-experimental method with a pretest-posttest control group design involving two groups of class XI Computer Network Engineering students (TKJ 1 and TKJ 2). The sample used was 72 students, which were divided into an experimental group and a control group. Data on student learning independence were collected through a learning independence questionnaire consisting of 36 statements that were analyzed using statistical tests with the help of the SPSS version 30 program. The results showed that the experimental group using an open-ended approach experienced a more significant increase in learning independence compared to the control group. This finding indicates that the open-ended approach is effective in improving student learning independence, which is very important in preparing them to face the dynamic world of work. However, the level of student learning independence is still in the low category, which indicates the need for the implementation of advanced strategies to further maximize the potential for student independent learning in the long term.
Pedagogical Content Knowledge In Teaching Systems of Linear Equations: A Case of Secondary School Mathematics Teachers Marhami; Jarnawi Afgani Dahlan; Dadan Dasari
EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 10 No 3 (2026): January
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/edumatsains.v10i3.7712

Abstract

This study aims to examine the Pedagogical Content Knowledge (PCK) of teachers in teaching the Two-Variable Linear Equation System (TVLES) material. A descriptive qualitative approach was employed, involving three mathematics teachers who taught TVLES to eighth-grade junior high school students. Data were collected through semi-structured interviews as well as analysis of instructional portfolios, including lesson plans, worksheets, and teaching materials related to TVLES. The interview protocol consisted of ten questions based on the five components of PCK: orientation to teaching, curriculum knowledge, knowledge of students’ understanding, knowledge of instructional strategies, and knowledge of assessment. The data analysis followed the stages of data collection, reduction, presentation, verification, and conclusion drawing. Data validity was ensured through time triangulation and the use of multiple data sources. The results revealed that teachers demonstrated adequate competency in three PCK component (orientation to teaching, knowledge of students’ understanding, and assessment knowledge), while curriculum knowledge and instructional strategies remained underdeveloped. Based on these findings, it is recommended to establish collaborative forums and provide ongoing mentoring to help teachers enhance their curriculum knowledge and instructional practices. Curriculum developers should also ensure that teachers have sufficient resources and support to implement TVLES materials effectively in the classroom.
Revealing students' numeracy ability: A case study on word problems in junior high school E. Epran; Jarnawi Afghani Dahlan; Yaya Sukjaya Kusumah
Research and Development in Education (RaDEn) Vol. 5 No. 1 (2025): July
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/raden.v5i1.38199

Abstract

This study explores students' numeracy ability in solving mathematical word problems. A qualitative approach with a descriptive method was employed to provide an in-depth depiction of students' numeracy levels. The research utilized a case study design involving 16 eighth-grade students from a junior high school in Bandung City as subjects. Data collection techniques included a numeracy test to measure students' ability to solve mathematical word problems and interviews to validate the test results and further investigate students' thought processes. The findings revealed a variation in students' numeracy ability. A total of 25% of the students (4 students) had low numeracy ability, while 37.5% (6 students) demonstrated moderate numeracy ability, and 37.5% (6 students) showed high numeracy ability. Additionally, the average numeracy score was 70.625, indicating that, overall, students' numeracy ability falls into the 'good' category. These findings underscore the importance of implementing learning approaches that support the development of numeracy, particularly in the context of mathematical word problems.
Analysis of Student Needs for the Use of Electronic Modules in Set Topic Irma, Ade; Jupri, Al; Dahlan, Jarnawi Afgani; Priatna, Nanang
Juring (Journal for Research in Mathematics Learning) Vol 8, No 4 (2025)
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/juring.v8i4.37898

Abstract

This study seeks to probe and gain in-depth insight into students' needs and opinions regarding the development of an electronic module for sets. The research method used is a mixed method, combining quantitative and qualitative approaches to obtain comprehensive data. The sampling technique was purposive sampling, with the sample criteria being active regular class students from the class of 2023 who had previously taken sets and logic courses. The research instruments used consisted of a Likert-scale questionnaire and an interview sheet, where the questionnaire results were analysed using descriptive statistics to determine the average level of students' need for an electronic module. Based on the descriptive statistical analysis, the average score obtained was 23.77, which is categorised as needed. These results indicate that the majority of students responded positively and supported the idea of developing this electronic module. These quantitative findings were reinforced by the results of qualitative interviews, which also showed positive student responses regarding the need for an electronic module to support independent learning. The conclusion of this study confirms that the development of an electronic module for sets is highly relevant, and the results can serve as a basis and reference for further research in the future.
Pendampingan Guru Sekolah Menengah dalam Penerapan ICT untuk Asesmen Pembelajaran Jarnawi Afgani Dahlan; Yaya Sukjaya Kusumah; Erma Monariska; Ariyanti Jalal; Churun Lu'lu'il Maknun; Ernawati; Fadhil Zil Ikram; M. Azhari Panjaitan; Pieter Z. Tupamahu; R. H. Yanti Silitonga
Sipakaraya : Jurnal Pengabdian Masyarakat Vol. 4 No. 1 (2025): Sipakaraya : Jurnal Pengabdian Masyarakat
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/sipakaraya.v4i1.5428

Abstract

Kegiatan pengabdian kepada masyarakat ini bertujuan untuk mengatasi permasalahan rendahnya pemanfaatan teknologi informasi dan komunikasi (ICT), khususnya dalam kegiatan evaluasi dan asesmen pembelajaran oleh guru di sekolah mitra. Permasalahan ini dapat ditinjau dari dua aspek utama, yaitu keterbatasan pengetahuan dan keterampilan guru dalam menggunakan platform digital untuk evaluasi dan asesmen, serta belum dikenalnya potensi kecerdasan buatan (AI) dalam menunjang penilaian pembelajaran yang efektif dan efisien. Melalui kegiatan pengabdian berupa pendampingan atau pelatihan ini, diharapkan para guru di sekolah mitra tidak hanya memperoleh pemahaman konseptual tentang pentingnya integrasi teknologi dalam evaluasi dan asesmen pembelajaran, tetapi juga memiliki keterampilan praktis untuk menerapkannya secara langsung dalam konteks kelas mereka masing-masing. Kegiatan pengabdian dilaksanakan secara hybrid yang berpusat di SMK TIK Al-Islam Purwakarta. Kegiatan dilaksanakan pada hari Sabtu, 23 Agustus 2025 dengan 27 guru yang mengikuti kegiatan. Adapun guru-guru yang mengikuti kegiatan ini berasal dari tiga sekolah yaitu SMA Al Jundiyah, SMA Dzakiyun 2, dan SMK TIK Al Islam. Hasil pelaksanaan serta evaluasi terhadap kegiatan pengabdian masyarakat yang telah dilaksanakan menunjukkan bahwa indikator keberhasilan kegiatan pengabdian, yaitu materi, narasumber, pelaksanaan kegiata, serta dampak manfaat, sudah terpenuhi sehingga kegiatan pendampingan atau pelatihan terkait pemanfaatan ICT dalam asesmen pembelajaran dapat dikatakan sukses dan berhasil. Kegiatan pendampingan atau pelatihan berhasil dalam menambah wawasan dan pengetahuan serta keterampilan terkait ICT dalam Pendidikan, utamanya mengenai pemanfaatannya dalam asesmen pembelajaran. Selain itu, para responden juga memberikan komentar yang positif terhadap pelaksanaan kegiatan dan berharap kegiatannya dapat dilaksanakan secara berkala.
Learning Direct and Inverse Proportion: A Study in the Framework of Pedagogical Content Knowledge Ruli, Redo Martila; Jupri, Al; Dahlan, Jarnawi Afgani
Jurnal Pendidikan Matematika Vol 8, No 1 (2025): Jurnal Pendidikan Matematika (Kudus)
Publisher : Universitas Islam Negeri Sunan Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jpmk.v8i1.30523

Abstract

Many real-life problems are closely related to the concepts of direct and inverse proportion. Therefore, it is essential for students to develop a sound understanding of these concepts. This study aims to observe the mathematics learning process in the classroom, specifically in relation to pedagogical and content knowledge regarding direct and inverse proportion. This research employed a qualitative observational approach to examine how the teaching and learning process unfolds in the context of these mathematical concepts. The study took place on November 28, 2024, involving 28 seventh-grade students from a private junior high school in Bandung, Indonesia. Data were collected through direct classroom observation during the lesson. The primary research instrument was an observation sheet, which was developed to examine the implementation of Pedagogical Content Knowledge (PCK) in mathematics instruction. The data analysis process consisted of data processing, data analysis, and data interpretation. The observation of seventh-grade mathematics instruction focusing on the concepts of direct and inverse proportion from a PCK perspective provides insight into how PCK is applied in the mathematics classroom. The predominant use of lecture-based teaching limited students’ opportunities to construct conceptual understanding, resulting in noticeable difficulties in distinguishing between direct and inverse proportion problems. It was found that many students lacked a clear understanding of the differences between direct and inverse proportions, leading to difficulties in identifying whether a given problem involved one or the other. This indicates a need for instructional methods that allow students to construct their own understanding of the topic being taught. Furthermore, the development of instructional materials should be more closely aligned with students’ cognitive characteristics to support meaningful learning experiences. Permasalahan dalam kehidupan sehari-hari banyak sekali berkaitan dengan konsep perbandingan senilai dan berbalik nilai, oleh sebab itu perlu bagi siswa untuk memahami konsep ini. Penelitian ini bertujuan untuk mengamati proses pembelajaran matematika di dalam kelas yang ditinjau dari pedagogik dan pengetahuan tentang konten perbandingan senilai dan berbalik nilai. penelitian ini merupakan studi kualitatif observasional, metode ini digunakan untuk menyelidiki proses pembelajaran di kelas pada materi perbandingan senilai dan berbalik nilai. Penelitian ini dilaksanakan pada tanggal 28 November 2024, dengan partisipan yaitu 28 orang siswa kelas VII pada salah satu SMP swasta di Kota Bandung. Teknik pengumpulan data pada penelitian ini adalah dengan melakukan pengamatan langsung pada saat proses pembelajaran. Instrumen yang digunakan pada penelitian ini berupa lembar observasi yang dikembangkan untuk mengamati PCK pada pembelajaran di kelas. Teknik analisis data pada penelitian ini terdiri atas pemrosesan data, analisis data, dan interpretasi data Pembelajaran matematika kelas VII dengan konsep perbandingan senilai dan berbalik nilai yang ditinjau dari sudut pandang PCK memberikan gambaran tentang bagaimana PCK diterapkan dalam pembelajaran matematika di dalam kelas. Metode ceramah yang digunakan guru menimbulkan dampak yang membuat siswa kurang memaknai apa yang sedang dipelajari. Kurangnya pemahaman siswa tentang perbedaan antara konsep dari perbandingan senilai dan berbalik nilai yang mengakibatkan siswa tidak bisa membedakan permasalahan yang sedang dibahas apakah permasalahan perbandingan senilai atau perbandingan berbalik nilai. Diperlukan metode pembelajaran yang dapat membuat siswa membangun pengetahuannya sendiri tentang materi yang sedang dipelajari, Selain itu, pengembangan bahan ajar melalui proses penelusuran dan pengkajian yang lebih mendalam dan telah disesuaikan dengan karakteristik siswa, sehingga pada akhirnya siswa dapat memaknai apa yang sedang dipelajarinya.
ANALISIS BERPIKIR KRITIS SISWA SEKOLAH DASAR DALAM OPERASI HITUNG TIGA DIGIT: STUDI FENOMENOLOGI DESKRIPTIF Cahyono, Bambang; Dahlan, Jarnawi Afgani; Martadiputra, Bambang Avip Priatna
ACADEMIA: Jurnal Inovasi Riset Akademik Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/academia.v6i2.10664

Abstract

Critical thinking is an essential skill that needs to be developed from the elementary school level, particularly in mathematics learning. This study aims to describe the critical thinking experiences of elementary school students in solving three-digit arithmetic operations through a descriptive phenomenological approach. The phenomenological approach was employed to understand the meaning of students' lived experiences in thinking and solving mathematical problems. Data were collected through a mathematical critical thinking test and analyzed using phenomenological reduction, description of experiential essence, and interpretation of meaning. The results indicate that students demonstrated various forms of critical thinking, including understanding arithmetic operations, performing logical reasoning, and evaluating correctness through mathematical justification. However, some students still exhibited intuitive reasoning or reasoning based on non-mathematical contexts. This study concludes that reflective awareness and the ability to articulate mathematical reasoning are central to critical thinking among elementary school students. These findings suggest that mathematics learning in elementary schools should be redirected from procedural approaches toward reflective practices that provide students with opportunities to express, question, and evaluate their reasoning meaningfully. ABSTRAK Berpikir kritis merupakan kemampuan esensial yang perlu dikembangkan sejak jenjang sekolah dasar, khususnya dalam pembelajaran matematika. Penelitian ini bertujuan untuk mendeskripsikan pengalaman berpikir kritis siswa sekolah dasar dalam menyelesaikan operasi aritmetika tiga digit melalui pendekatan fenomenologi deskriptif. Pendekatan fenomenologi digunakan untuk memahami makna pengalaman hidup siswa dalam berpikir dan memecahkan masalah matematika. Data dikumpulkan melalui tes berpikir kritis matematis dan dianalisis menggunakan reduksi fenomenologis, deskripsi esensi pengalaman, serta interpretasi makna. Hasil penelitian menunjukkan bahwa siswa mengalami berbagai bentuk berpikir kritis, meliputi pemahaman operasi aritmetika, penalaran logis, serta evaluasi kebenaran dengan justifikasi matematis. Namun, sebagian siswa masih menunjukkan penalaran yang bersifat intuitif atau berbasis konteks non-matematis. Penelitian ini menyimpulkan bahwa kesadaran reflektif dan kemampuan mengartikulasikan penalaran matematis merupakan inti dari berpikir kritis siswa sekolah dasar. Temuan ini mengindikasikan bahwa pembelajaran matematika di sekolah dasar perlu diarahkan dari pendekatan prosedural menuju praktik reflektif yang memberikan ruang bagi siswa untuk mengungkapkan, mempertanyakan, dan mengevaluasi penalarannya secara bermakna.
Co-Authors ., Nursusanto A, Abdul Wahab Aan Hendroanto Ade Rohayati Ade Rohayati Adzni Nurul Fajriani Afidah Mas'ud Aflich Yusnita Fitrianna Aflich Yusnita Fitrianna Afriadi, Bambang Afriani . Agus Soleh Riyadi Ahmad Lutfi AHMAD LUTFI Ahmad Lutfi Fauzi Ahmad Mukhibin Ahmad Mukhibin, Ahmad Aisyah, Ani Ajeng Kusmayanti Al Jupri Amelia Defrianti Putri Amelia, Irma Anasrul . Anggit Prabowo Ani Aisyah Anik Yuliani Anik Yuliani Anisa Bella Fathia, Anisa Bella Anizar Ahmad Anjar Yogaswara Anna Cesaria Annisa Desti Fahjri Aqidatul Izzah Ariany, Riva Lesta Arif Muchyidin Arifin Riadi Ariyanti Jalal Ariyanti Jalal Asfar, A.M.Irfan Taufan Asfar, Andi Muhamad Iqbal Akbar Asmawi Darmawan Aulia, Mirza Ayu Pratiwi, Ns. Ayuningtyas Kusumastut, Nury Azis Azis Azmidar Azmidar Azmidar Azmidar, Azmidar Bambang A.P Martadiputra bambang avip Priatna Bambang Avip Priatna Bambang Avip Priatna Martadiputra cakrawala Bambang Cahyono Bambang Mardi Sentosa Bana G. 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