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All Journal Education Achievement: Journal of Science and Research Mathematics Education Journal
Aminah Ekawati
Dosen STKIP PGRI Banjarmasin Pendidikan Matematika
Education Mathematics Other

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Collective Argumentation through Scaffolding: Homogeneous and Heterogeneous Groups in Solving Mathematics Tasks Ekawati, Aminah; Siswono, Tatag Yuli Eko; Lukito, Agung
Mathematics Education Journal Vol. 19 No. 2 (2025): Jurnal Pendidikan Matematika
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jpm.v19i2.pp217-240

Abstract

Collective argumentation plays a crucial role in enhancing students' mathematical understanding through discussion. While previous studies have explored collective argumentation and group composition, only a limited number of research has examined the impact of ability-based grouping—both homogeneous and heterogeneous—on collective argumentation in mathematics learning. Based on this, the current research aims to explore collective argumentation in homogeneous and heterogeneous groups of students, supported by scaffolding, in solving mathematically and non-mathematically rich tasks. Using a qualitative approach with a case study design, the present study involved two groups of eighth-grade students, each consisting of six eighth-grade students with high, medium, and low abilities. Data were collected through recorded group discussions, observations, and interviews. After that, the collected data were analyzed using the Toulmin argumentation model. The findings reveal that homogeneous groups of high-ability students engaged more actively in idea exploration and generated dynamic arguments, incorporating key argumentation elements such as claims, data, warrants, rebuttals, and qualifications. In contrast, in heterogeneous groups, high-ability students dominated discussions, while lower-ability students were more passive and relied on scaffolding from teachers or peers. Furthermore, mathematically rich tasks were more effective in fostering in-depth discussions than non-mathematically rich tasks. These findings highlight the importance of strategic student grouping and scaffolding in promoting engagement and meaningful collective argumentation in mathematics learning.
Kelayakan Instrumen Kemampuan Pemecahan Masalah Matematika Berbasis Kontekstual untuk Siswa SMP Ditinjau dari Rasch Model Ekawati, Aminah; Wardiah, Isna; Huriaty, Dina
Education Achievement: Journal of Science and Research Volume 7 Issue 001 February 2026 (Spesial Issue)
Publisher : Pusdikra-Publishing.com

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51178/jsr.v7i001.3242

Abstract

Kemampuan pemecahan masalah merupakan kompetensi penting dalam pembelajaran matematika dan menjadi salah satu fokus utama Kurikulum Merdeka. Namun, instrumen yang digunakan untuk menilai kemampuan tersebut masih didominasi oleh soal prosedural dan kurang mencerminkan konteks autentik kehidupan siswa, sehingga pengukuran menjadi kurang akurat. Penelitian ini bertujuan menilai kelayakan instrumen kemampuan pemecahan masalah matematika berbasis kontekstual untuk siswa SMP menggunakan Model Rasch. Instrumen terdiri dari empat soal uraian pada materi perbandingan, bilangan bulat, pecahan, dan aritmetika sosial yang dikembangkan berdasarkan level kognitif C3 dan C4. Proses validasi dilakukan melalui penilaian ahli terhadap aspek isi, teknis, dan bahasa, kemudian diuji empiris pada 60 siswa kelas VIII SMP menggunakan analisis Rasch melalui RStudio. Hasil validasi menunjukkan seluruh butir memenuhi kriteria I-CVI dan koefisien kappa, meskipun satu butir direvisi sesuai masukan ahli. Hasil analisis Rasch menunjukkan nilai Infit dan Outfit MNSQ berada dalam rentang 0,5–1,5, yang mengindikasikan validitas empiris yang baik. Reliabilitas Cronbach’s Alpha sebesar 0,709, WLE reliability 0,678, dan EAP reliability 0,772 menunjukkan konsistensi pengukuran yang memadai. Asumsi unidimensionalitas terpenuhi berdasarkan nilai eigenvalue PCAR (< 3), dan parameter kesulitan menunjukkan variasi logit yang proporsional dari mudah hingga relatif sulit. Instrumen juga memiliki kualitas targeting yang baik, ditunjukkan oleh kesesuaian distribusi kemampuan siswa dengan tingkat kesulitan butir. Dengan demikian, instrumen ini layak digunakan untuk mengukur kemampuan pemecahan masalah matematika berbasis kontekstual pada siswa SMP.
Co-Authors AGUNG LUKITO Dina Huriaty Tatag Yuli Eko Siswono wardiah, isna