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All Journal Cakrawala Pendidikan AKSIOMA: Jurnal Program Studi Pendidikan Matematika JURNAL PENGABDIAN KEPADA MASYARAKAT Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Al Ishlah Jurnal Pendidikan JMM (Jurnal Masyarakat Mandiri) Jurnal Cendekia : Jurnal Pendidikan Matematika Jurnal Ilmiah Sekolah Dasar Abdi: Jurnal Pengabdian dan Pemberdayaan Masyarakat IJECA (International Journal of Education and Curriculum Application) Hipotenusa : Journal of Mathematical Society Aksioma Journal of Instructional Mathematics Edumatika Journal of Mathematics Instruction, Social Research and Opinion Journal of General Education and Humanities Ta'dib
Rohati
Mathematic Education FKIP Universitas Jambi Jambi Muara Bulian St, KM 15, Provinsi Jambi, Indonesia
Religion Arts Humanities Computer Science & IT Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Mathematics Medicine & Pharmacology Public Health Social Sciences Other

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Pelatihan Pengembangan Strategi Pemecahan Masalah dalam Pembelajaran Matematika pada MGMP Matematika SMP Muaro Jambi Rohati Rohati; Ade Kumalasari; Marlina Marlina; Sri Winarni; Sofnidar Sofnidar
ABDI: Jurnal Pengabdian dan Pemberdayaan Masyarakat Vol 7 No 3 (2025): Abdi: Jurnal Pengabdian dan Pemberdayaan Masyarakat
Publisher : Labor Jurusan Sosiologi, Fakultas Ilmu Sosial, Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/abdi.v7i3.1292

Abstract

Masalah (problem) adalah suatu kesenjangan atau perbedaan dalam situasi sekarang dan apa yang terjadi. Masalah yang terjadi bisa saja bersifat universal dimana situasi yang sama juga akan terjadi untuk semua orang atau mungkin secara khusus kepada individu atau sekelompok orang tertentu. Konsep pemecahan masalah (problem-solving) menjadi satu pendekatan baru yang berkembang untuk menjadi solusi dalam menyelesaikan masalah dalam pembelajaran matematika. Akan tetapi, beberapa penelitian yang berkaitan dengan proses pemecahan masalah matematis menunjukkan bahwa belum banyak guru yang menerapkan pendekatan pemecahan masalah dalam pembelajaran di kelas. Oleh karena itu, tujuan dari kegiatan pengabdian kepada masyarakat yang akan dilakukan ini adalah melaksanakan suatu pelatihan kepada guru matematika untuk mampu menerapkan berbagai strategi dalam pemecahan masalah matematis. Metode pengabdian dilakukan dengan pemodelan dimana tim pengabdian kepada masyarakat mendemonstrasikan teknik dan strategi pemecahan masalah, selanjutnya dilakukan simulasi dengan memberikan beberapa problem yang harus diselesaikan oleh guru matematika yang tergabung dalam MGMP Muaro Jambi. Kegiatan pengabdian kepada masyarakat telah dilaksanakan pada tanggal 18 September 2024 di SMP Negeri 30 Muaro Jambi. Peserta yang hadir dalam kegiatan ini adalah guru matematika yang berjumlah 27 orang yang merupakan guru MGMP Matematika SMP Kabupaten Muaro Jambi dengan informan (narasumber) adalam tim pengabdian kepada masyarakat Prodi Pendidikan Matematika FKIP UNJA. Hasil pengabdian menunjukkan bahwa guru dapat meningkatkan kemahiran mereka dalam pemecahan masalah yang pada akhirnya memberdayakan mereka untuk menumbuhkan keterampilan berpikir kritis pada siswa secara efektif. Berdasarkan data hasil pengabdian, dapat disimpulkan bahwa perlu terus dikembangkan strategi pemecahan masalah yang dilakukan oleh guru agar keterampilan berpikir matematis siswa semakin meningkat.  
The Relationship of Student Process Skills to Student Responses with the Student Team Achievement Division (STAD) Learning Model in Elementary Schools and Madrasah Ibtidaiyah Kamid Kamid; Sri Winarni; Rohati Rohati; Wahyu Adi Pratama
AL-ISHLAH: Jurnal Pendidikan Vol 14, No 4 (2022): AL-ISHLAH: Jurnal Pendidikan
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v14i4.1534

Abstract

Abstract Effective learning can be increased by forming several groups that have diversity in abilities, gender, and ethnicity. So this research was conducted with the aim of knowing the relationship between students' process skills on student responses to the Student Team Achievement Division (STAD). learning model for the volume of blocks and cubes. This research is a survey research, this study uses quantitative data analysis with the help of SPSS statistics 25, to find descriptive statistics, test assumptions and test hypotheses. The results obtained from this study were conducted in 4 schools, namely 2 SD and 2 MI with 36 students in each class. So the total number of students is 144 students. Based on the T test, the results showed that there were significant differences in students' process skills in students' responses to the Student Team Achievement Division (STAD). learning model for the volume of blocks and cubes between schools. Based on the correlation test, it was concluded that there was a relationship between students' process skills on student responses with the Student Team Achievement Division (STAD). learning model for the inter-school volume of blocks and cubes. the writer gives suggestions, namely the implementation of the Student Team Achievement Division (STAD) cooperative learning model as an effort to improve Student Process Skills. Abstrak Pembelajaran yang efektif dapat ditingkatkan dengan membentuk beberapa kelompok yang mempunyai keragaman dalam kemampuan, jenis kelamin, hingga sukunya. Sehingga penelitian ini dilakukan dengan tujuan untuk mengetahui hubungan antara keterampilan proses siswa pada respon siswa dengan model Pembelajaran Student Team Achievement Division (STAD) materi volume balok dan kubus. Penelitian ini merupakan penelitian survey, penelitian ini menggunakan analisis data kuantitatif dengan bantuan SPSS statistic 25, untuk mencari statistik deskriptif, Uji asumsi dn Uji Hipotesis. Hasil yang diperoleh dari Penelitian ini dilakukan pada 4 sekolah yaitu 2 SD dan 2 MI dengan masing-masing kelas berjumlah 36 siswa. Sehingga total siswa keseluruhan yaitu 144 siswa. Berdasarkan uji T didapat hasil terdapat perbedaan yang signifikan pada keterampilan proses siswa pada respon siswa dengan model Pembelajaran Student Team Achievement Division (STAD)  materi volume balok dan kubus antar Sekolah. Berdasarkan uji korelasi disimpulkan bahwa terdapat hubungan antara keterampilan proses siswa pada respon siswa dengan model Pembelajaran Student Team Achievement Division (STAD). materi volume balok dan kubus antar sekolah. maka penulis memberikan saran yaitu pada pelaksanaan model pembelajaran kooperatif tipe Student Team Achievement Division (STAD) sebagai upaya untuk meningkatkan Keterampilan Proses Siswa. 
Capturing Students’ Creative Thinking: An Analysis of Middle Schoolers’ Processes in Solving Mathematical Reasoning Problems Rohati Rohati; Marlina Marlina; Ade Kumalasari; Sri Winarni
Journal of Mathematics Instruction, Social Research and Opinion Vol. 5 No. 1 (2026): March
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v5i1.1187

Abstract

Schools play a critical role in enabling students to discover, develop, and express their creative potential. However, instructional practices that explicitly promote students’ creative thinking skills in mathematics learning remain limited. Therefore, this study aims to examine and describe the creative thinking processes of junior high school students in solving mathematical reasoning problems. This study employed a qualitative case study design involving 35 eighth-grade students. A mathematical reasoning test was administered to identify students’ levels of creative thinking. Based on the results, four students representing different categories of creative thinking (imitative, routine, creative, and very creative) were purposively selected as research subjects. Data were collected through students’ written work, in-depth interviews, and document analysis. The findings indicate that each category demonstrates distinctive characteristics in terms of problem-solving strategies, flexibility of ideas, and originality in constructing solutions. Students in the higher creative categories tended to generate multiple strategies and more original solution processes. These findings emphasize the importance of designing mathematics learning activities that encourage exploration of diverse strategies, idea generation, and reflective thinking.
Mathematical Creativity in Secondary Education: Conceptual and Assessment Evolution (2016-2025) B. Widya Melati Patricia; Duano Sapta Nusantara; Rohati Rohati; Kgaladi Maphutha
Journal of Mathematics Instruction, Social Research and Opinion Vol. 5 No. 2 (2026): June
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v5i2.1171

Abstract

Mathematical creativity is increasingly recognized as an essential competency in 21st-century mathematics education, as it underpins students’ capacity for higher-order thinking and adaptive problem-solving. However, existing studies have examined it in isolation without integrating publication trends, conceptual evolution, and assessment methods within a unified analytical framework. This study addresses that gap through a systematic literature review of mathematical creativity in secondary education from 2016 to 2025. Following the PRISMA 2020 guidelines, searches were conducted in the Scopus and ScienceDirect databases. From 544 initial records, 23 articles met eligibility criteria and were analyzed through bibliometric analysis, thematic synthesis, and methodological categorization. Results revealed a substantial increase in publications, with 68.9% of studies published during 2023–2025, driven by curriculum reforms, technology integration, and post-pandemic pedagogical transformation. Conceptualization evolved from Torrance’s traditional four-component framework toward more integrative models emphasizing collaborative processes and contextual problem-solving. Assessment methods showed balanced distribution: quantitative tests (39.1%), qualitative approaches (34.8%), and mixed methods (26.1%). Practically, the findings offer actionable guidance for curriculum developers, teachers, and policy makers to foster mathematical creativity more effectively, while theoretically, the holistic integration of three analytical dimensions provides a replicable model for future systematic reviews in mathematics education.
Contextual Design of Literacy and Numeracy–Based Assessments: A Systematic Literature Review Mursyidah J Parandrengi; Duano Sapta Nusantara; Rohati Rohati; Da Tien Nguyen; Kgaladi Maphutha
Journal of General Education and Humanities Vol. 5 No. 3 (2026): June
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i3.1114

Abstract

The increasing emphasis on literacy and numeracy requires assessment tasks that reflect real-world contexts. However, existing studies indicate that contextual assessment is often implemented at a superficial level, with limited use of second-order contextualization that supports deeper reasoning. This study aims to systematically examine how context is used in the design of literacy and numeracy-based assessments. This research employs a Systematic Literature Review (SLR) of 17 articles published between 2015 and 2025. Bibliometric analysis using VOSviewer and content analysis were conducted to examine context types, context levels (zero, first, and second order), and question design. The findings show that most studies apply context at the zero and first-order levels, while only a few reached second-order contextualization. Context use is dominated by local settings, with contexts such as tourism remaining underexplored. In addition, digital technology is mostly used in non-interactive formats. This study recommends developing PISA-based questions in tourism contexts at the second-order level, as well as integrating interactive digital technology to enhance students’ abilities to formulate, employ, and interpret. This study contributes theoretically by linking context type, context level, and cognitive processes within mathematical literacy frameworks, and practically by guiding the design of more authentic assessment tasks.
The Role of Realistic Mathematics Education in Developing Critical Thinking Skills: A Systematic Literature Review Hanipa Hanipa; Duano Sapta Nusantara; Rohati Rohati
Journal of Instructional Mathematics Vol. 7 No. 1 (2026): Digital Media and Critical Thinking in Mathematics Learning
Publisher : Pendidikan Matematika STKIP Kusuma Negara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37640/jim.v7i1.2761

Abstract

Although critical thinking is fundamental to 21st-century mathematics learning, research synthesizing how Realistic Mathematics Education (RME) develops this competency remains fragmented and underexplored. This study aims to map the literature profile, development trends, as well as challenges and recommendations of research related to the integration of RME and critical thinking abilities. A Systematic Literature Review (SLR) method was applied to 18 articles from Scopus and Google Scholar for the period 2019-2025 using VOSViewer bibliometric analysis. The results show that RME consistently improves critical thinking abilities through three clusters: learning implementation, RME characteristics based on real contexts, and effectiveness evaluation. Research trends evolved from effectiveness verification (2019-2021), technology integration (2022-2023), toward differentiated learning and exploration of local cultural contexts (2024-2025). This evolutionary pattern raises a critical question: whether such trends reflect the theoretical maturity of RME as a robust and coherent pedagogical framework, or whether they indicate fragmentation of approaches that risks diluting the core principles of RME. Main challenges include variations in learning design quality and limited digital infrastructure. The study recommends continuous RME implementation, strengthening of teacher education curriculum, and development of specific critical thinking measurement instruments for RME based mathematics learning are needed.
Exploring the Mathematical Conceptual Understanding of Students Using AI Chatbots in Pythagorean Theorem Material Nur Rahman Nida; Rohati Rohati; Ade Kumalasari
Journal of Instructional Mathematics Vol. 7 No. 1 (2026): Digital Media and Critical Thinking in Mathematics Learning
Publisher : Pendidikan Matematika STKIP Kusuma Negara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37640/jim.v7i1.2818

Abstract

The rapid development of artificial intelligence (AI) in education has created new opportunities to enhance students’ mathematical conceptual understanding and support more personalized learning experiences. This study aims to explore students’ mathematical conceptual understanding when using AI chatbots in learning the Pythagorean Theorem. This study employs a descriptive qualitative approach, involving eighth-grade junior high school students selected through purposive sampling based on their level of conceptual understanding. Data were collected through a perspective questionnaire, an essay-based test, and semi-structured interviews, and analyzed using data reduction, data presentation, and conclusion drawing. The findings reveal that students were able to meet all indicators of mathematical conceptual understanding, with AI helping them understand definitions, visualize geometric relationships, obtain immediate feedback, and recognize real-world applications of the Pythagorean Theorem. However, students still face difficulties in meeting some of the indicators of mathematical conceptual understanding in the Pythagorean theorem, which were influenced by a tendency to rush and the suboptimal use of AI features. In conclusion, although AI can effectively support conceptual understanding, its integration in learning should be accompanied by teacher guidance to foster metacognitive awareness and deeper, more reflective learning.
The Students' Self-Confidence and Their Mathematical Communication Skills in Solving Problems Retta Aulia; Rohati Rohati; Marlina Marlina
Edumatika Vol 4 No 2 (2021): November 2021, Edumatika : Jurnal Riset Pendidikan Matematika
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan IAIN Kerinci

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32939/ejrpm.v4i2.770

Abstract

This research aims to analyze students' mathematical communication skills in solving mathematical problems based on their self-confidence. This research was a qualitative research method with descriptive approach. This research was conducted at one of junior high school in Muaro Jambi, Jambi, Indonesia. The research subjects were six students consisting of two students with high self-confidence category, two students with medium category, and two students with low category who were selected using purposive sampling technique. This research used student self-confidence questionnaires, problem-solving tests, and interviews to confirm the level of students' mathematical communication skills. The data were analyzed by descriptive technique. The results showed that the subjects with high self-confidence had met all indicators of mathematical communication skills, while the subjects with medium self-confidence had met three of four indicators of mathematical communication skills, and the subjects with low self-confidence only fulfill one of four indicators of mathematical communication skills.
Exploring Junior High School Students’ External Representations in Solving Solid Geometry Problems: A Descriptive Qualitative Study Fadhia Aliva Wibowo; Rohati Rohati; Duano Sapta Nusantara
Journal of General Education and Humanities Vol. 4 No. 4 (2025): November
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v4i4.734

Abstract

External representation is essential in mathematics learning because it enables students to express and operationalize abstract ideas. However, many junior high school students still struggle to coordinate visual, mathematical, and verbal representations when solving solid geometry problems. This study aims to explore how students demonstrate external representations in solving solid geometry tasks by analyzing their pretest responses. A descriptive qualitative method was used involving nine students who completed a pretest, from which three were purposively selected to represent high, medium, and low levels of external representation ability. Data were collected using a test instrument based on indicators of visual, mathematical, and verbal representations. The results show that high-performing students can consistently produce accurate visualizations, mathematical expressions, and written explanations, while medium-performing students demonstrate inconsistent and partial representations. Low-performing students encounter major difficulties in generating meaningful representations. The findings suggest that teachers should strengthen geometry instruction by promoting the balanced use of visual, mathematical, and verbal representations to support students’ conceptual understanding.
Students’ Analogical Reasoning in Solving Number Pattern Problems Intan Juniarmi; Rohati Rohati; Duano Sapta Nusantara
Journal of General Education and Humanities Vol. 4 No. 4 (2025): November
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v4i4.735

Abstract

This study aimed to analyze students’ answers in solving number pattern problems in terms of analogical reasoning ability. Six seventh-grade students with varying academic levels participated in the study. Data were collected through written tests and semi-structured interviews, then analyzed using the analogical reasoning framework, which includes four indicators: encoding, inferring, mapping, and applying. The results showed that the total scores of the six participants ranged from 18 to 30. Student 1 obtained the lowest score (18), indicating weaknesses particularly in applying pattern rules to determine the required terms correctly. In contrast, Students 3, 4, and 5 achieved the maximum score of 30, demonstrating consistency in recognizing pattern rules, mapping structural similarities, and applying their reasoning accurately across tasks. The average total score was 27.5, suggesting that most students demonstrated relatively strong analogical reasoning skills, although some individuals still experienced difficulty in the applying stage, which demands higher precision and conceptual understanding. The study contributes to understanding how analogical reasoning influences students’ mathematical problem-solving and offers pedagogical insights for enhancing instruction of non-routine tasks through reasoning-based learning strategies.
Co-Authors Ade Kumalasari B. Widya Melati Patricia Da Tien Nguyen Dewi Iriani Diah Kumalasari Duano Sapta Nusantara Elza Triani Fadhia Aliva Wibowo Feri Tiona Pasaribu Fidella Justine Mulyadi Hanipa Hanipa Hikmawati Hikmawati Indah Etika Intan Juniarmi Jefri Marzal Jumardi Eko Saputra Kamid, Kamid Kgaladi Maphutha Kgaladi Maphutha Khairul Anwar Khidayatul Isna Lestari, Neneng Marlina Marlina Mersya Gusti Aulia Meyliana Silvina Milla Rodhiana Rasyid Mursyidah J Parandrengi Muziyati Hanim Najwa Olifia Annnisa Rambe Naya Junia Nida Selina Fadhila Nizlel Huda Nova Kristina Barutu Nur Rahman Nida Nuria Amanda Manda Ratu Defina Yuniar Resmita Retta Aulia Rina Kusuma Dewi Risya Qodaria Rony Pargaulan Simanjuntak Sofnidar - Sri Winarni Sri Winarni Sufri Sufri Wahyu Adi Pratama Wardi Syafmen