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All Journal Cakrawala Pendidikan AKSIOMA: Jurnal Program Studi Pendidikan Matematika JURNAL PENGABDIAN KEPADA MASYARAKAT Jurnal Elemen Edumatsains Al Ishlah Jurnal Pendidikan JMM (Jurnal Masyarakat Mandiri) Jurnal Cendekia : Jurnal Pendidikan Matematika Jurnal Ilmiah Sekolah Dasar Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah di Bidang Pendidikan Matematika 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 Lemma: Letters of Mathematics Education Ta'dib SJME (Supremum Journal of Mathematics Education)
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Mathematic Education FKIP Universitas Jambi Jambi Muara Bulian St, KM 15, Provinsi Jambi, Indonesia
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemistry Computer Science & IT Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Mathematics Medicine & Pharmacology Physics Public Health Social Sciences Other

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Exploring Creative Thinking in Solving Open-Ended Statistical Problems: A Descriptive Study of Grade 12 Learners at SMA Negeri 14 Jambi Maifa Munsyaila Putri; Rohati Rohati; Duano Sapta Nusantara
Journal of Mathematics Instruction, Social Research and Opinion Vol. 4 No. 4 (2025): December
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v4i4.789

Abstract

This study examines the creative thinking of Grade 12 students in solving open-ended statistical problems. The research addresses the problem of limited understanding of how students with different mathematical ability levels demonstrate creative thinking when working with open-ended statistical tasks, and aims to describe the fluency, flexibility, originality, and elaboration reflected in their solutions. Three students representing high, medium, and low achievement levels were selected through purposive sampling to capture varied mathematical abilities. Data were collected through written tests and interviews, and analyzed using indicators of fluency, flexibility, originality, and elaboration. An exploratory, qualitative approach was employed to gain in-depth insights into students’ reasoning processes. Results show that the high-achieving student generated two valid datasets (mean = 25, median = 23, mode = 20), the medium-achieving student produced one nearly accurate dataset (mean = 24.9), and the low-achieving student produced a dataset with a mean of 23.5. For the second problem, all students obtained b = 12, but only the high-achieving student justified why it is the minimum. In the third problem, all calculated the average yield as 1.225 tons, yet only the high-achieving student provided a contextual interpretation. These findings indicate that open-ended tasks reveal clear differences in students’ creative thinking. The results suggest that incorporating open-ended problems into statistics lessons can enhance students’ creative mathematical reasoning and support the development of higher-order thinking.
Literasi dan aljabar dalam penalaran matematika melalui tes berbasis komputer:Tinjauan literatur sistematis Fitriyani Fitriyani; Duano Sapta Nusantara; Rohati Rohati; Kgaladi Maphutha
Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah di Bidang Pendidikan Matematika Vol 12 No 1 (2026): Jurnal Math Educator Nusantara
Publisher : Program Studi Pendidikan Matematika, Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jmen.v12i1.27709

Abstract

This systematic literature review (SLR) aims to analyze and synthesize the role of  literacy and algebraic proficiency in predicting students' mathematical reasoning abilities, specifically in the context of the Computer-Based Written Exam (UTBK). The SLR method used in this study is a review of 18 articles, consisting of 11 documents from the Scopus database and 7 from the Google Scholar database, from 2019-2025. Using bibliometric analysis with the VOSviewer application, it shows that students' difficulties often arise at the stage of understanding problem narratives (literacy) before they are able to model and generalize algebra (algebraic literacy), which then leads to their logistical reasoning. However, the existing literature data indicates a research gap because no study has explicitly used structural modeling (SEM) to quantitatively test and validate the causal relationship pathways between these three variables. Therefore, the main recommendation of this study is to develop a rigorous structural model, supported by diagnostic error analysis based on Newman's analysis (NEA), to provide a strong foundation for focused and effective pedagogical interventions
Penalaran Matematika Siswa SMP pada Soal Cerita Andi Kurnia Riski Sanneng; Rohati Rohati; Duano Sapta Nusantara
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.v10i2.13412

Abstract

This study aimed to describe the mathematical reasoning profiles of eighth-grade students in solving linear equations in one variable (LEOV) word problems. A descriptive qualitative approach was employed as a preliminary investigation before the development of an instructional intervention. The participants were 27 eighth-grade students from a public junior high school in Jambi City who had previously studied LEOV. Data were collected through two essay-based word problems developed according to five mathematical reasoning indicators: formulating hypotheses, performing mathematical manipulations, constructing proofs, drawing conclusions, and verifying the validity of arguments. The test items were reviewed by a mathematics education lecturer and complemented by semi-structured interviews with six purposively selected students representing high, moderate, and low reasoning categories. Data were analyzed through data reduction, data display, conclusion drawing, descriptive statistics, and triangulation of written responses, interview results, and supporting documentation. The findings revealed that students’ mathematical reasoning ability was generally low, with an average score of 9.19 out of 40. Of the participants, 3.70% were classified in the high category, 14.81% in the moderate category, and 81.48% in the low category. Formulating hypotheses showed the highest achievement at 28.24%, whereas verifying the validity of arguments was the weakest indicator at 9.72%. High-ability students demonstrated relatively systematic and reflective reasoning, while moderate- and low-ability students experienced difficulties in constructing mathematical models, providing logical justification, drawing context-appropriate conclusions, and checking their solutions. These difficulties were particularly associated with students’ limited ability to visualize the situations described in word problems. The findings highlight the need for visual, contextual, and step-by-step learning activities that strengthen mathematical modeling, argumentation, verification, and students’ confidence in solving LEOV word problems.
PENGARUH MODEL PROBLEM BASED LEARNING DALAM MENINGKATKAN KEMAMPUAN PEMECAHAN MATEMATIS: SYSTEMATIC LITERATURE REVIEW Himatul Anisah; Duano Sapta Nusantara; Rohati Rohati
JURNAL LEMMA Vol 12, No 2 (2026): Lemma: Letters of Mathematics Education
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/jl.2026.v12i2.10716

Abstract

This study aims to analyze the effect of the Problem Based Learning (PBL) model on improving students’ mathematical problem-solving ability through a Systematic Literature Review (SLR) using the PRISMA protocol. Analysis of 15 relevant articles retrieved from Scopus (2015–2025) revealed a significant publication growth of 780% with a compound annual growth rate (CAGR) of 24%, reaching its peak in the period 2024–2025. VOSviewer analysis identified four main themes: problem solving, effect, development, and concept. PBL demonstrated a significant positive effect, with an N-gain of 0.708 in the experimental group compared to 0.22 in the control group (p<0.001). Effective factors in implementing PBL include problem orientation, structured group learning, integration of real-life contexts, metacognition, collaboration, and reflection. PBL also enhances affective aspects such as positive attitudes, perseverance, and student motivation. This study concludes that PBL is an effective learning model and is recommended for improving students’ mathematical problem-solving ability across various educational levels.
A A Systematic Literature Review on the Implementation of Contextual Teaching and Learning at Various Levels of Education and Subjects in Indonesia (2022–2026) Andi Kurnia Riski Sanneng; Rohati Rohati; Duano Sapta Nusantara
EduMatSains : Jurnal Pendidikan, Matematika dan Sains Vol 11 No 1 (2026): July
Publisher : Fakultas Keguruan dan Ilmu Pendidikan, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to describe the progress, characteristics, and key findings regarding the implementation of the Contextual Teaching and Learning (CTL) approach in the 2022-2026 period through a Systematic Literature Review (SLR). Six articles that met the inclusion criteria were analyzed based on the year of publication, educational level, academic discipline, and research methodology used. The selection process was carried out through identification, screening, and inclusion steps according to SLR guidelines. The analysis findings indicate that CTL remains a relevant learning approach and has continued to be the subject of research over the past four years. The majority of studies focused on the junior high school level with Mathematics as the dominant subject, indicating that CTL is effective in helping students connect abstract concepts with real-world contexts. From a methodological perspective, CTL studies predominantly employed Research and Development (R&D) and quantitative approaches, followed by qualitative and mixed methods. Overall findings indicate that CTL has a positive impact on improving learning outcomes, conceptual understanding, and student engagement. Future research is recommended to expand the study to other levels and subjects to gain a more holistic view of CTL's effectiveness.
A Book Review of Problem-Based Learning in Elementary School: Strategies for What Helps Students Thrive Imellia Imellia; Duano Sapta Nusantara; Da Tien Nguyen; Rohati Rohati
Journal of General Education and Humanities Vol. 5 No. 4 (2026): August
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i4.1438

Abstract

This book review examines Problem-Based Learning in Elementary School: Strategies for What Helps Students Thrive by Samantha S. Reed, Carol A. Mullen, and Emily T. Boyles. The book discusses the implementation of problem-based learning (PBL) as an instructional approach that supports students’ knowledge and skill development through collaborative engagement in solving authentic, real-world problems. This review adopts a descriptive-critical approach, analyzing the book’s content, theoretical foundation, key themes, and findings from teacher interviews, while also evaluating its relevance to classroom practice in elementary education. The book emphasizes the development of 21st-century skills, known as the 5Cs, namely critical thinking, creativity, communication, collaboration, and citizenship, and demonstrates how PBL can enhance student engagement, motivation, and academic achievement. Its main strength lies in bridging PBL theory with classroom practice through teachers’ lived experiences, making it highly relevant for educators and education stakeholders. However, the book has limitations, particularly in its limited discussion of assessment practices, teacher training, scaffolding strategies, and the challenges of implementing PBL across diverse educational contexts, indicating the need for further elaboration to strengthen its practical applicability.
Co-Authors Ade Kumalasari Andi Kurnia Riski Sanneng Annisa Nur Rasyid B. Widya Melati Patricia Da Tien Nguyen Da Tien Nguyen Dewi Iriani Diah Kumalasari Duano Sapta Nusantara Duano Sapta Nusantara Elza Triani Fadhia Aliva Wibowo Feri Tiona Pasaribu Fidella Justine Mulyadi Fitriyani Fitriyani Hanipa Hanipa Hikmawati Hikmawati Himatul Anisah Imellia Imellia Indah Etika Intan Juniarmi Jefri Marzal Jumardi Eko Saputra Kamid, Kamid Kgaladi Maphutha Kgaladi Maphutha Kgaladi Maphutha Khairul Anwar Khidayatul Isna Lestari, Neneng Maifa Munsyaila Putri 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 Viona Yuliza Wahyu Adi Pratama Wardi Syafmen