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All Journal AKSIOMA: Jurnal Program Studi Pendidikan Matematika Jurnal Mercumatika : Jurnal Penelitian Matematika dan Pendidikan Matematika Jurnal PAJAR (Pendidikan dan Pengajaran) JMM (Jurnal Masyarakat Mandiri) JURNAL PENGABDIAN KEPADA MASYARAKAT Journal of Educational Research and Evaluation Pedagonal : Jurnal Ilmiah Pendidikan Jurnal Ilmiah Mandala Education (JIME) SAP (Susunan Artikel Pendidikan) ANARGYA: Jurnal Ilmiah Pendidikan Matematika GAUSS: Jurnal Pendidikan Matematika Range : Jurnal Pendidikan Matematika Jounal of Education and Teaching (JET) Nabla Dewantara : Jurnal Pendidikan Matematika Plusminus: Jurnal Pendidikan Matematika Integral : Jurnal Penelitian Pendidikan Matematika Jurnal Pengabdian Mandiri Journal of Research on Mathematics Instruction (JRMI) Nabla Dewantara : Jurnal Pendidikan Matematika Pedagogi : Jurnal Pendidikan dan Pembelajaran Prosiding Seminar Nasional Pengabdian kepada Masyarakat (SINAPMAS) Jurnal Pendidikan Progresif Jurnal Didaktik Matematika
Hesty Marwani Siregar
Universitas Riau
Agriculture, Biological Sciences & Forestry Arts Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Public Health Social Sciences Other

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Unveiling Students’ Cognitive Obstacles in Constructing Quadratic Function Representations: An APOS Theory-Based Analysis Hesty Marwani Siregar; Nurjanah; Darhim; Turmudi
RANGE: Jurnal Pendidikan Matematika Vol. 8 No. 1 (2026): Range Juli 2026
Publisher : Pendidikan Matematika UNIMOR

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/jpm.v8i1.10390

Abstract

Quadratic functions are a fundamental topic in the high school curriculum; however, many students struggle to construct and connect various forms of mathematical representation. These difficulties are not merely procedural but manifest as cognitive obstacles, namely, when prior knowledge that is usually sufficient becomes irrelevant in a new context. This study employs the APOS theory (Action, Process, Object, Schema) to systematically map students’ cognitive obstacles. The research used a descriptive qualitative approach involving 35 tenth-grade students at a public high school in Pekanbaru. This study employed two research instruments: a mathematical representation test, encompassing visual, symbolic, and verbal indicators, and semi-structured interviews. Data were analysed using Miles and Huberman’s model through reduction, display, and conclusion drawing. The findings indicate that students’ cognitive obstacles emerged in almost all stages of APOS, with a predominance at the early stages, resulting in most students not reaching the Object or Schema stages. Visual representations were generally stronger than symbolic and verbal ones, but remained procedural rather than conceptual. Students also struggled to recognise their misconceptions, resulting in repeated errors. These findings underscore the need for instructional strategies that facilitate transitions across APOS stages, reinforced by reflective practices and the integration of multiple representations. The study recommends the development of quadratic function instruction that emphasises meaningful connections among symbolic, visual, and verbal representations, as well as further research on the effectiveness of APOS-based strategies in other mathematical topics.
Which Habits of Mind Dimensions Uniquely Predict Mathematical Creative Thinking? A Hierarchical Regression Study of Integral Calculus Students Hesty Marwani Siregar; Rini Dian Anggraini
Journal of Education and Teaching (JET) Vol 7 No 2 (2026): Mei 2026
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51454/jet.v7i2.770

Abstract

The ability for mathematical creative thinking is crucial to meet the demands of integral calculus learning, which emphasizes conceptual understanding and strategic flexibility. This study analyzed the relationship between Habits of Mind (HoM) and students' Mathematical Creative Thinking (MCT) and identified which HoM dimensions uniquely predict MCT. A correlational–predictive design involved 60 Mathematics Education students in an Integral Calculus course. Data were collected through an eight-dimensional HoM questionnaire and a three-indicator MCT test, analyzed using Spearman's rho, multiple linear regression, and hierarchical regression. Total HoM and MCT scores showed a strong positive relationship (rₛ = 0.775; p < 0.001). The eight-dimension regression model was significant, R² = 0.765, F(8, 51) = 20.75, p < 0.001. Because several HoM dimensions were highly intercorrelated (VIF up to 11.36), only applying past knowledge to new situations emerged as a significant unique predictor (B = 1.412, β = 0.324, p = 0.019), confirmed by hierarchical regression (ΔR² = 0.027, p = 0.019). Theoretically, the findings distinguish collective HoM effects from the unique contribution of knowledge transfer. Practically, calculus instruction should emphasize applying prior concepts to unfamiliar problems.
Analisis Kebutuhan Modul Kalkulus Integral untuk Meningkatkan Kemampuan Berpikir Kreatif Matematis Hesty Marwani Siregar; Titi Solfitri; Rini Dian Anggraini
GAUSS: Jurnal Pendidikan Matematika Vol. 5 No. 1 (2022)
Publisher : Universitas Serang Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30656/gauss.v5i1.4718

Abstract

Perkembangan ilmu pengetahuan dan teknologi menuntut peningkatan kemampuan manusia salah satunya berpikir kreatif. Peningkatan kemampuan berpikir kreatif matematis ini salah satunya dapat diperoleh di Perguruan Tinggi melalui mata kuliah Kalkulus Integral. Untuk menunjang pembelajaran diperlukan suatu bahan ajar berupa modul. Penelitian ini bertujuan untuk mengetahui modul kalkulus integral yang bagaimana yang dibutuhkan mahasiswa untuk meningkatkan kemampuan berpikir kreatif matematis. Penelitian ini adalah penelitian kualitatif deskriptif menggunakan tes, observasi, angket, wawancara, dan analisis bahan ajar. Hasil penelitian menunjukkan bahwa mahasiswa Pendidikan matematika membutuhkan modul kalkulus integral yang mudah dipahami, memfasilitasi kemampuan bepikir kreatif matematis, memuat penjelasan dari konsep materi yang dipelajari, berbasis model pembelajaran inovatif, menggunakan teknologi sesuai perkembangan zaman, dan bisa digunakan secara mandiri. Kata kunci: analisis kebutuhan, berpikir kreatif matematis, kalkulus integral, modul
Co-Authors Al Jupri Apristi, Ivo Ariya Permata Atma Murni Bobbi Rahman Dadang Juandi Darhim Darhim Darhim Darmawati Darmawati Elah Nurlaelah Febblina Daryanes Finola Marta Putri Fitri Aldresti Kartini Kartini Kartini, Kartini Maimunah Marhami, Marhami Muhammad, Iryana N. Nurjanah Nurjanah Nurjanah Nurwijayanti Permata, Ariya Puji Savvy Dian Faizati Putri Yuanita Rani Martalisa Taorina Reni Nuraeni Rima Aksen Cahdriyana Rindi Antika Rini Dian Anggraini Rini Dian Anggraini Roni Priyanda Sardin Sehatta Saragih Syarifah Nur Siregar Syofni Syofni Syofni Syofni, Syofni Talisadika Serrisanti Maifa Titi Solfitri Tonra, Wilda Syam Turmudi Turmudi Wahyu Setiawan Willy Abdul Ghany