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All Journal Jurnal Pendidikan dan Pengajaran AdMathEdu : Jurnal Ilmiah Pendidikan Matematika, Ilmu Matematika dan Matematika Terapan Tadris: Jurnal keguruan dan Ilmu Tarbiyah saintis Humanis : Jurnal Ilmu-Ilmu Sosial dan Humaniora INSPIRAMATIKA MIDA : Jurnal Pendidikan Dasar Islam Jurnal Review Pendidikan dan Pengajaran (JRPP) Indo-MathEdu Intellectuals Journal Postulat : Jurnal Inovasi Pendidikan Matematika Journal Of Human And Education (JAHE) Jurnal Riset Rumpun Matematika dan Ilmu Pengetahuan Alam (JURRIMIPA) Jurnal Pengabdian Masyarakat Bhinneka Polinomial : Jurnal Pendidikan Matematika Jurnal Ilmiah Ilmu Terapan Universitas Jambi International Journal of Educational Research Excellence (IJERE) J-ABDIPAMAS (Jurnal Pengabdian Kepada Masyarakat) SABAJAYA Jurnal Pengabdian Kepada Masyarakat Jurnal Pengabdian Masyarakat Bangsa Wahana Pedagogika: Jurnal Ilmiah Pendidikan dan Pembelajaran Riemann : Research of Mathematics and Mathematics Education
Luluk Faridah
Universitas Islam Darul 'Ulum
Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Energy Engineering Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Medicine & Pharmacology Nursing Physics Public Health Social Sciences Other

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Critical Thinking Processes in Numeracy Tasks among Primary School Students with High Mathematics Anxiety Dian Kusmaharti; Via Yustitia; Hanim Faizah; Siti Maryam Rohimah; Luluk Faridah
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 10 No 2 (2025): Tadris: Jurnal Keguruan dan Ilmu Tarbiyah
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/tadris.v10i1.28226

Abstract

This study investigates the influence of mathematics anxiety on the critical thinking processes of primary school students when solving numeracy tasks. Using a qualitative case study design, data were collected through written responses and follow-up interviews with students categorized according to their levels of mathematics anxiety. Analysis focused on three indicators of critical thinking: clarification, strategy, and inference. The findings show that students with high mathematics anxiety typically demonstrated the ability to extract key information from problem statements and diagrams, demonstrating strength in clarification. However, their ability to formulate strategies and provide justified inferences was limited, as they often relied on rote recall, omitted calculation steps, and expressed uncertainty about their answers. These patterns show how anxiety specifically hampers the ability to perform calculations and make confident decisions, even when students demonstrate basic comprehension. The study underscores the need for pedagogical approaches that simultaneously develop numeracy skills and address affective barriers, thereby supporting students’ capacity to engage in reasoning and problem solving more effectively.
ANALISIS BERPIKIR KREATIF SISWA SMP DALAM PEMBELAJARAN BERDIFERENSIASI DENGAN MEMPERHATIKAN GAYA BELAJAR MELALUI MODEL PJBL PADA MATERI KUBUS DAN BALOK Nahmudiyah, Sukses Agustin; Faridah, Luluk; Aini, Khafidhoh Nurul
INSPIRAMATIKA Vol 11 No 2 (2025): Inspiramatika: Jurnal Inovasi Pendidikan dan Pembelajaran Matematika, July-Decem
Publisher : Program Studi Pendidikan Matematika FKIP Universitas Islam Darul Ulum

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52166/inspiramatika.v11i2.10624

Abstract

The level. of creative thinking ability among students in Indonesia is still relatively low. One solution to overcome this is to implement differentiated learning based on learning styles through the PjBL model. This study was conducted to analyze how students' creative thinking abilities vary according to their learning styles. This research employs a qualitative approach, with the research instruments including a questionnaire on learning styles, a creativity test, and an interview guide as supporting tools. This study identified that: (1) Visual learners met the fluency indicators and fell into the creative category; (2) Auditory learners met the fluency and detail indicators and fell into the creative category; (3) Kinesthetic learners met the fluency and flexibility indicators and had a high level of creativity.
ENHANCING STUDENTS' CRITICAL THINKING IN NUMERACY PROBLEM-SOLVING THROUGH A FIELD-INDEPENDENT LEARNING STYLE AND HIGH SELF EFFICACY Yustitia, Via; Murti, Varissa Sarahma; Kusmaharti, Dian; Faridah, Luluk
Jurnal Ilmiah Ilmu Terapan Universitas Jambi Vol. 9 No. 1 (2025): Volume 9, Nomor 1, March 2025
Publisher : LPPM Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/jiituj.v9i1.36525

Abstract

The urgency of addressing the lack of critical thinking skills among class V-B students at elementary school Ketintang 1 Surabaya is paramount. This study aims to elucidate the critical thinking abilities of students who exhibit a field-dependent cognitive style and high self-efficacy. The study employed a qualitative approach and phenomenological method. Data collection involved the use of the Group Embedded Figures Test (GEFT), self-efficacy questionnaires, and critical thinking assessments in mathematics, specifically on topics related to cubes and rectangular prisms. Data analysis comprised data condensation, data presentation, and conclusion drawing. Based on GEFT and self-efficacy questionnaire results, one class V-B student with a field-dependent cognitive style and high self-efficacy was selected for further critical thinking skills assessment. Based on the results of the critical thinking skills test, the student with a field-dependent cognitive style and high self-efficacy demonstrated notable strengths. In the process of basic clarification, the student met the indicators for analyzing arguments and formulating statements, effectively presenting their arguments. When providing reasons for decisions, the student showed the ability to consider the credibility of sources by selecting appropriate problem-solving strategies. However, she occasionally made calculation errors due to inaccuracy. In the process of concluding, the student met the indicators for making and evaluating decisions, successfully composing conclusion sentences that aligned with the problems and final answers.
Analysis of Junior High School Students' Multiple Mathematical Representation (MMR) Ability in Solving Fraction Problems Luluk Faridah; Mustofa; Emmy Hamidah; Heny Ekawati Haryono
Riemann: Research of Mathematics and Mathematics Education Vol. 8 No. 1 (2026): EDISI APRIL
Publisher : Program Studi Pendidikan Matematika Universitas Katolik Santo Agustinus Hippo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38114/riemann.v8i1.187

Abstract

This study aims to analyze the multiple representations of mathematics (MMR) of junior high school students with high, medium, and low abilities in solving fraction problems. This study uses a descriptive qualitative method. The subjects of this study were 6 students taken from 32 seventh-grade students of SMP Negeri 2 Sukodadi. The research instrument consisted of a problem-solving test and a semi-structured interview guide (task-based) that refers to the aspects of multiple representations, namely (1) symbolizing; (2) describing (visually, verbally, and symbolically); and (3) referring to the answer. Data were analyzed through data condensation, data presentation, and drawing conclusions, with time triangulation to ensure the validity of the findings. The results of the study show that, based on student scores and data obtained, students are in the high category; there are 11 students (34.375%), with an average score of 100. There are 10 students in the medium category (31.25%), with an average score of 62.5. And 11 students in the low category (34.375%), with an average score below 50. Based on the multiple representations used, 12.5% of students in the high category meet all indicators of multiple representations. 12.5% of students in the medium category meet 3 indicators, with 2 representations. 75% of students in the low category only meet 1 indicator (describing visually/verbally). These findings indicate the need for us to achieve success in solving mathematical problems.
EKSPLORASI PEMAHAMAN KONSEP STATISTIKA SISWA SMA MELALUI FLIPPED CLASSROOM BERDASARKAN GAYA KOGNITIF Maya Zahrotun Muizah; Luluk Faridah; Abdur Rohim
WAHANA PEDAGOGIKA: Jurnal Ilmiah Pendidikan dan Pembelajaran Vol. 8 No. 1 (2026): WAHANA PEDAGOGIKA: Jurnal Ilmiah Pendidikan dan Pembelajaran
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Unisda Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52166/wp.v8i1.13546

Abstract

Penelitian ini bertujuan untuk mengkaji pemahaman konsep statistika peserta didik SMA dalam pembelajaran flipped classroom berbasis digital berdasarkan gaya kognitif field dependent (FD) dan field independent (FI). Penelitian ini menggunakan pendekatan kualitatif eksploratif dengan empat subjek yang terdiri atas dua peserta didik FD dan dua peserta didik FI yang dipilih melalui Group Embedded Figures Test (GEFT). Data dikumpulkan melalui tes pemahaman konsep statistika dan wawancara semi-terstruktur, kemudian dianalisis menggunakan model Miles, Huberman, dan Saldaña yang meliputi reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa kedua kelompok gaya kognitif mampu memenuhi indikator pemahaman konsep statistika, yaitu menyatakan ulang konsep, menggunakan prosedur, memberikan contoh dan noncontoh, mengklasifikasikan objek, serta mengaplikasikan konsep dalam pemecahan masalah. Perbedaan terlihat pada proses pemahaman, di mana peserta didik FD memerlukan contoh konkret dan bimbingan guru, sedangkan peserta didik FI lebih mandiri dan analitis. Temuan ini menunjukkan bahwa flipped classroom berbasis digital dapat mengakomodasi perbedaan gaya kognitif dalam mendukung pemahaman konsep statistika.
Co-Authors A. Fitriani Abdur Rohim Abdur Rohim, Abdur Ahmad Ubaidillah Alifatun Ni’mah Antonius Rino Vanchapo Aulia, Defi Putri Auliyau Rohman Bilqisthi, Nadaina Budi Sasomo, Budi Dian Kusmaharti Dinita Rahmalia, Dinita Elin Rias Tuti Emmy Hamidah Emmy Hamidah Ernaningsih Ernaningsih Ernaningsih Ernaningsih Faisatun Nasihah, Faisatun Faizah, Hanim Fathul Fuad Attamini Hafidh, Muhammad Abdullah Henny Ekawati Haryono Heny Ekawati Haryono Irawan Irawan Jemmy Jemmy* Khafidhoh Nurul Aini, Khafidhoh Nurul Kurnia, Heri Kushariyadi Kushariyadi Loso Judijanto Lukmanul Khakim M. Faris Naufal Hamdani Maya Zahrotun Muizah Melia Anggraini Mohammad Naufal Abdi Muhammad Suwarsono, Muhammad Murti, Varissa Sarahma Mustofa Mustofa Mustofa Mustofa Nahmudiyah, Sukses Agustin Nenden Hasanah Robiatul Awaliah Nur Kurniasari Nurul Hidayah Almubarokah Permatasari, Armita Petrus Jacob Pattiasina Puspa, Eka Septariana Rahim, Abd Rohimah, Siti Maryam Safarudin, Muhamad Sigid Siti Mutmainnah Via Yustitia Yamin , Muhammad Zainal Abidin