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All Journal Jurnal Pendidikan Karakter Jurnal Infinity KALAMATIKA Jurnal Pendidikan Matematika Jurnal SOLMA Jurnal Cendekia : Jurnal Pendidikan Matematika GERVASI: Jurnal Pengabdian kepada Masyarakat BERDAYA: Jurnal Pendidikan dan Pengabdian Kepada Masyarakat Jurnal Infinity SJME (Supremum Journal of Mathematics Education) Jurnal Inovasi dan Teknologi Pembelajaran
Syafika Ulfah
Universitas Muhammadiyah Prof. DR. HAMKA
Humanities Education Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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Mapping Mathematical Critical Thinking and Adversity Quotient Using Wright Maps: Evidence from Senior and Vocational High School Students Alya Shafiyah Rahma; Retno Widiastutik; Ayu Faradillah; Syafika Ulfah
SJME (Supremum Journal of Mathematics Education) Vol 10 No 2 (2026): Supremum Journal of Mahematics Education
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Singaperbangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35706/sjme.v10i2.13183

Abstract

This study aimed to analyze the difficulty levels of items measuring mathematical critical-thinking ability and adversity quotient (AQ), as well as to map students’ abilities according to gender and school type using Wright maps. A quantitative survey design was employed with purposive sampling involving tenth-grade students from senior and vocational high schools. A total of 299 students completed the mathematical critical-thinking test, while 284 students responded to the AQ questionnaire. The mathematical critical-thinking instrument covered interpretation, analysis, evaluation, and inference indicators, whereas the AQ instrument measured control, origin and ownership, reach, and endurance. Response data were analyzed using the Rasch model in Winsteps, and Wright maps were used to simultaneously display item difficulty and student ability on a common logit scale. The findings showed that inference items had the highest difficulty level, indicating that students experienced considerable difficulty drawing logical and accurate conclusions from mathematical information. In contrast, evaluation items tended to have lower difficulty levels. Within the AQ instrument, several control and reach items were the most difficult to endorse, suggesting that some students still struggled to regulate their responses to academic difficulties and prevent those difficulties from affecting other aspects of learning. Gender-based mapping revealed only minor differences: male students had slightly higher proportions in the high critical-thinking and AQ categories, whereas female students were more concentrated in the moderate categories. Based on school type, senior high school students had higher proportions in the high categories of mathematical critical thinking and AQ, while vocational high school students were predominantly distributed in the moderate categories. These findings demonstrate that Wright maps are useful for diagnosing item difficulty, mapping student ability, and identifying demographic variations. The results can inform the revision of assessment instruments and the development of differentiated and adaptive mathematics instruction that strengthens inference skills, critical reflection, persistence, and students’ responses to academic challenges.
The implementation of Kahoot! based assessment and its impact on students' motivation in learning mathematics Indah Syafrina Lubis; Syafika Ulfah
Jurnal Inovasi dan Teknologi Pembelajaran Vol. 11 No. 2 (2024)
Publisher : Universitas Negeri Malang in collaboration with APSTPI and IPTPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um031v11i22024p106

Abstract

Abstrak: Penelitian menggunakan aplikasi Kahoot! mempengaruhi motivasi belajar peserta didik dalam pembelajaran matematika menjadi tujuan penelitian ini. Penelitian ini menggabungkan prosedur pra-eksperimental dengan metode kualitatif dan kuantitatif dalam desain one group pretest-posttest. Peneliti menemukan bahwa ketika peserta didik menggunakan aplikasi Kahoot!, motivasi belajar matematika mereka meningkat sebesar 12% (60.58 > 54.03). Berdasarkan hasil analisis kualitatif menyatakan bahwa aplikasi Kahoot! membuat pembelajaran matematika lebih menarik, tidak membosankan, meningkatkan interaksi sosial terhadap pembelajaran matematika, serta memberikan dorongan kompetitif yang positif. Selain itu, berdasarkan hasil analisis kuantitatif menunjukkan adanya perbedaan yang signifikansi antara nilai motivasi belajar matematika sebelum dan sesudah penerapan aplikasi Kahoot!. Hasil uji t menunjukkan nilai signifikansi (Sig) lebih rendah dari nilai alpha (0,000 < 0.05), sehingga H0 ditolak dan H1 diterima yang berarti terdapat pengaruh yang signifikan antara sebelum dan sesudah menggunakan aplikasi Kahoot!. Hasil uji N-Gain motivasi belajar matematika sebesar 0.30, skor ini dikategorikan sedang yang artinya penggunaan aplikasi Kahoot! dalam pembelajaran matematika cukup efektif dalam meningkatkan motivasi mempelajari mata pelajaran tersebut. Abstract: This research uses the Kahoot! to influence students' learning motivation in learning mathematics is the goal of this study. This study combines pre-experimental procedures with qualitative and quantitative methods in a single-group pretest-posttest design. Researchers found that when students used the Kahoot! app, their motivation to learn math increased by 12% (60.58 > 54.03). Based on the qualitative analysis results, it is stated that the Kahoot! application makes mathematics learning more interesting, not boring, enhances social interaction in mathematics learning, and provides positive competitive motivation. Additionally, based on the quantitative analysis results, there is a significant difference in motivation for learning mathematics before and after the implementation of the Kahoot! application. The t-test results show a significance value (Sig) lower than the alpha value (0.000 < 0.05), thus rejecting the null hypothesis (H0) and accepting the alternative hypothesis (H1), which means there is a significant impact between before and after using the Kahoot! application. The N-Gain test result for motivation in learning mathematics is 030, categorized as moderate, indicating that the use of the Kahoot! application in mathematics education is quite effective in improving motivation to study the subject.
Co-Authors Alya Shafiyah Rahma Asih Miatun Awalludin, Subhan Ajiz Ayu Faradillah Chairunnisa Widowati Dian Lestari Indah Syafrina Lubis Khoirunnisa Khoirunnisa Khusna, Hikmatul Khusniyati Masykuroh Krisna Satrio Perbowo Puri Pramudiani Retno Widiastutik Rizka Akmalia Rosida Rakhmawati Siswanto, Rizki Dwi Sri Astuti Winda Nur Ramadhani Yoppy Wahyu Purnomo