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All Journal Al Ishlah Jurnal Pendidikan JRPM (Jurnal Review Pembelajaran Matematika) JURNAL EDUCATION AND DEVELOPMENT Jurnal Cendekia : Jurnal Pendidikan Matematika MAJAMATH: Jurnal Matematika dan Pendidikan Matematika EDUKATIF : JURNAL ILMU PENDIDIKAN Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika (JRPIPM) Jurnal Anugerah: Jurnal Pengabdian Kepada Masyarakat Bidang Keguruan dan Ilmu Pendidikan Edukasia: Jurnal Pendidikan dan Pembelajaran MATHEdunesa Edumaspul: Jurnal Pendidikan
Masriyah Masriyah
Universitas Negeri Surabaya
Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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PROFILE OF STUDENTS’ ANALOGICAL REASONING IN SOLVING MATHEMATICS PROBLEMS: A STUDY BASED ON SELF-REGULATED LEARNING Mar'atus Solehah; Masriyah Masriyah
MATHEdunesa Vol 10 No 2 (2021): Jurnal Mathedunesa Volume 10 Nomor 2 Tahun 2021
Publisher : Program Studi S1 Matematika UNESA

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (564.208 KB) | DOI: 10.26740/mathedunesa.v10n2.p220-229

Abstract

Analogical reasoning is an important ability for students related to reasoning activities by thinking carefully about the regularity of patterns found in mathematics. One of the factors that influence analogical reasoning is self-regulated learning, which shows the ability of the student to analyze, take strategies, and the ability to control their learning environment. This research aims to describe students’ analogical reasoning in solving mathematics problems based on self-regulated learning. The subjects were one student with low self-regulated learning and one student with high self-regulated learning. The research method used is descriptive qualitative, and data were obtained through analogical problem-solving tests and interviews. Subjects were chosen based on the questionnaire instruments’ categorization regarding the student's self-regulated learning and the mathematical ability test instruments. The results of this study were (1) Analogical reasoning of a student with low self-regulated learning: passed through the stages of structuring, mapping, and applying. At the structuring, the student identified all the information completely, but did not understand the problem correctly and could found the relationship between the source problem and the target problem. At the mapping stage, the mapping process only appears in the student’s mind. At the applying stage, not completely mentioned all the possible solutions to the given problems. Meanwhile, (2) Analogical reasoning of a student with high self-regulated learning passed all the analogical reasoning stages of structuring, mapping, applying, and verifying. At the structuring, the student identified all the information completely and understand the problem. At the mapping stage, the student built a new mathematical model for the target problem. At the applying, the student mentioned all the possible solutions correctly. And student did the verification. Keywords: analogical reasoning, self-regulated learning, problem-solving
PROSES BERPIKIR KRITIS SISWA SMA DALAM MEMECAHKAN MASALAH MATEMATIKA DITINJAU DARI GAYA KOGNITIF REFLEKTIF DAN IMPULSIF Vebyka Iwala Awaliya; Masriyah Masriyah
MATHEdunesa Vol 11 No 1 (2022): Jurnal Mathedunesa Volume 11 Nomor 1 Tahun 2022
Publisher : Program Studi S1 Matematika UNESA

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (531.701 KB) | DOI: 10.26740/mathedunesa.v11n1.p70-79

Abstract

Proses berpikir kritis merupakan suatu tahapan yang menggunakan keterampilan berpikir untuk membantu seseorang dalam menciptakan, menilai, dan menarik kesimpulan sesuai dengan keyakinan yang dimiliki meliputi empat tahap yaitu pengenalan (Recognition), analisis (Analysis), evaluasi (Evaluation), dan alternatif penyelesaian (Thinking about alternative). Proses berpikir kritis seseorang dapat dilihat melalui kegiatan pemecahan masalah matematika. Ada beberapa aspek yang memengaruhi proses berpikir kritis seseorang diantaranya adalah adanya perbedaan gaya kognitif. Gaya kognititf yang digunakan adalah gaya kognitif reflektif dan impulsif. Tujuan penelitian ini adalah untuk menggambarkan proses berpikir kritis siswa SMA dalam memecahkan masalah matematika ditinjau dari gaya kognitif reflektif dan impulsif. Penelitian ini merupakan penelitian deskriptif dengan pendekatan kualitatif. Subjek penelitian ini terdiri dari dua orang siswa kelas X yang memiliki gaya kognitif reflektif dan gaya kognitif impulsif dengan kemampuan matematika setara. Hasil penelitian ini menunjukkan bahwa siswa dengan gaya kognitif reflektif melewati 4 tahap proses dari berpikir kritis yaitu Pengenalan, Analisis, Evaluasi, dan Memikirkan Alternatif Penyelesaian. Soal dipecahkan siswa dengan langkah-langkah yang sistematis, rinci, cermat, dan jelas meskipun waktu yang dibutuhkan cenderung lama. Pada tahap Evaluasi dan Memikirkan Alternatif Penyelesaian, siswa kembali memeriksa jawaban secara teliti dan memikirkan alternatif jawaban yang lain meskipun ketika mencobanya, masih belum sampai pada hasil akhir. Sedangkan siswa bergaya kognitif impulsif hanya melalui 2 proses berpikir kritis, yaitu Pengenalan, dan Analisis. Siswa memecahkan soal dengan langkah-langkah singkat, kurang jelas, tidak beralasan logis, meskipun waktu yang dibutuhkan cenderung cepat. Pada tahap Evaluasi dan Memikirkan alternatif penyelesaian, siswa tidak berpikir untuk memeriksa kembali atau memikirkan cara lain untuk menyelesaikan soal. Kata Kunci: Proses berpikir kritis, Masalah matematika, Gaya kognitif reflektif dan impulsif.
Berpikir Aljabar Siswa dalam Menyelesaikan Masalah Ditinjau dari Gaya Belajar Visual, Auditori, dan Kinestetik. Aghni Mey Azahra; Masriyah Masriyah
MATHEdunesa Vol 11 No 3 (2022): Jurnal Mathedunesa Volume 11 Nomor 3 Tahun 2022
Publisher : Program Studi S1 Matematika UNESA

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (636.207 KB) | DOI: 10.26740/mathedunesa.v11n3.p744-753

Abstract

Berpikir aljabar merupakan aktivitas mental seseorang dalam menyelesaikan masalah yang ditentukan dari enam aktivitas berpikir matematis untuk menganalisis, menggunakan simbol-simbol aljabar, menggunakan model matematika untuk mengetahui dan mewakili hubungan situasi matematika dengan aljabar serta perubahan dalam berbagai konteks. Pendekatan yang paling tepat untuk membangun dan mengembangkan berpikir aljabar siswa adalah pemecahan masalah Salah satu karakteristik siswa yang harus dipahami dan diperhatikan oleh seorang guru dalam proses pembelajaran adalah gaya belajar siswa. Jenis penelitian ini adalah penelitian deskriptif kualitatif yang bertujuan untuk mendeskripsikan berpikir aljabar siswa SMP dalam menyelesaikan masalah aljabar ditinjau dari gaya belajar visual, auditori, dan kinestetik. Instrumen penelitian yang digunakan dalam penelitian ini adalah angket gaya belajar, soal tes proses berpikir aljabar siswa, dan pedoman wawancara. Subjek penelitian 3 siswa kelas VIII di SMPN 1 Krian berdasarkan gaya belajar yang diperoleh dari hasil angket gaya belajar visual, auditori, dan kinestetik dengan kemampuan matematika yang setara yaitu kemampuan matematika sedang. Hasil penelitian ini menunjukkan bahwa ketiga subjek melakukan keenam indikator dari tahap generalisasi, abstraksi, berpikir dinamis, pemodelan, berpikir analitis, dan organisasi. Siswa gaya belajar visual dan kinestetik menentukan aturan umum persamaan yang digunakan dalam memecahkan masalah menggunakan simbol aljabar. Sedangkan siswa gaya belajar auditorial mengungkapkan penjelasan secara verbal (kata-kata). Kata Kunci: Berpikir aljabar, masalah aljabar, gaya belajar.
Kemampuan Numerasi Siswa SMP/MTs yang Bergaya Belajar Visual, Auditorial, dan Kinestetik pada Konten Pengukuran dan Geometri Resti Elmi Mubarkah; Masriyah Masriyah
MATHEdunesa Vol 12 No 1 (2023): Jurnal Mathedunesa Volume 12 Nomor 1 Tahun 2023
Publisher : Program Studi S1 Matematika UNESA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v12n1.p176-193

Abstract

UNESCO emphasizes that one of the determinants of the progress of a nation is numeracy skills. The numeracy skills of Indonesian students are still unsatisfactory. Students' understanding of measurement and geometry content is very low so their learning outcomes are also low. Low numeracy skills and poor understanding of the material in measurement and geometry content are caused by various things, such as learning styles. Each student has a different learning style, such as visual, auditory, and kinesthetic learning styles. This research is qualitative descriptive research according to its aim to describe the numeracy abilities of SMP/MTs students with visual, auditory, and kinesthetic learning styles in measurement and geometry content. The subjects of this study were three students of class VIII-B at MTs Negeri 1 Magetan with different learning styles and equal mathematical abilities. Methods of data collection in this study are through a learning style questionnaire, written tests, and interviews. The written test is in the form of a math ability test and a numeration assignment. The results of this study were: 1) student with a visual learning style mastered the indicators of communication skills, mathematization, choosing strategies to solve problems, and using language and symbolic, formal, and technical operations while indicators of numeracy skills that were not mastered were indicators of representational and reasoning abilities and argument; 2) student with an auditory learning style master indicators of communication skills, mathematization, and choosing strategies to solve problems while indicators of numeracy skills that are not mastered are indicators of representation, reasoning and argument abilities, and using language and symbolic, formal, and technical operations; 3) student with a kinesthetic learning style only master indicators of mathematical ability and choose strategies to solve problems while indicators of numeracy skills that are not mastered are indicators of communication, representation, reasoning and argument abilities, and using language and symbolic, formal, and technical operations.
Proses Berpikir Kritis Siswa SMP dalam Menyelesaikan Masalah Matematika Ditinjau Dari Gaya Kognitif Reflektif dan Impulsif Safri Ilman; Masriyah Masriyah; Raden Sulaiman
EDUKASIA: Jurnal Pendidikan dan Pembelajaran Vol. 5 No. 1 (2024): Edukasia: Jurnal Pendidikan dan Pembelajaran
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v5i1.1025

Abstract

This study is a descriptive qualitative research with the aim of describing the critical thinking process of Junior High School students in solving mathematical problems in terms of reflective and impulsive cognitive style. The subjects of this study consisted of 2 students of grade VIII junior high school with reflective cognitive style and impulsive cognitive style. The selection of both subjects also considers equivalent mathematical ability, same sex, communicative, and willing. Data collection technique is done by providing MFFT (Matching Familiar Figured Test), mathematical problem solving tasks, and interviews. Data were analyzed based on critical thinking indicators contained in FRISCO (Focus, Reason, Inference, Situation, Clarity, Overview). The results showed that the critical thinking process of both students in solving the problem is relatively the same. At the stage of understanding the second problem, students already meet the FRISCO indicator. At the stage of making a plan, reflective students already meet the FRISCO indicator, but impulsive students do not do an overview. At the stage of implementing the plan impulsive students do not pass the overview. At the last stage, namely re-examining, impulsive students do not do situation and clarity. In addition between reflective and impulsive students have different ways or solutions in solving math problems. Students with reflective cognitive style in answering a given problem can understand something as a whole, analyze it much better, and do the planning and follow the plan, so that students with reflective cognitive style can do the process of thinking critically when facing a given problem.
Junior High School Students Creative Thinking Ability In Solving Open Ended Problems On Straight-Line Equations From Gender Afni Molita; Masriyah Masriyah
Edumaspul: Jurnal Pendidikan Vol 7 No 1 (2023): Edumaspul: Jurnal Pendidikan
Publisher : Universitas Muhammadiyah Enrekang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33487/edumaspul.v7i1.5660

Abstract

Teachers generally do not present exercises for students to think creatively because each exercise given is only result-oriented regardless of how the process is carried out by students. Therefore we need the right learning approach to improve students' creative thinking skills. An approach that can be used to improve students' creative thinking skills in learning is by providing open-ended questions. The purpose of this study was to obtain a description of (1) the mathematical creative thinking abilities of male students in solving open-ended questions on straight-line equations and (2) the mathematical creative thinking abilities of female students in solving open ended questions on straight line equations. This research method is descriptive qualitative. Data was collected using test methods and interview methods. The written test in this study was in the form of a Mathematical Ability Test (TKM) which was adapted from validated SMP National Exam questions with a selection of questions covering material for grades VII and VIII in odd semesters. Apart from that, the written test in this study was also a Problem-Solving Test (TPM) containing open-ended questions on straight-line equations. While the interview method was carried out after the students who were selected as research subjects took tests. The data collected was then analyzed qualitatively. The results showed that female students were only able to meet the fluency creative thinking ability indicators. However, female students did not meet the flexibility and novelty indicators. Thus, female students are included in the less creative category based on the level of students' mathematical creative thinking ability according to Siswono. Meanwhile, male students met the fluency and novelty mathematical creative thinking ability indicators. Thus, male students are included in the creative category based on the level of ability to think creatively mathematically according to Siswono.
Literasi Statistis Siswa SMP Berkemampuan Statistika Tinggi dalam Menyelesaikan Soal Numerasi Dewi Pujiati; Masriyah Masriyah; Yurizka Melia Sari
MATHEdunesa Vol. 15 No. 3 (2026): Jurnal Mathedunesa Volume 15 Nomor 3 Tahun 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v15n3.p632-645

Abstract

Statistical literacy is the process of understanding statistical data or information, processing statistical data or information, interpreting the results of data processing, and evaluating answers. Statistical literacy is important in processing information to make decisions and conclusions. This research adopts a qualitative approach with a case study design aimed at describing the statistical literacy of junior high school students with high statistical ability in solving numeracy problems. The research subject is a student with high statistical ability based on a statistical ability test. The indicators of statistical literacy in this study are understanding statistical data or information, processing statistical data or information, interpreting the results of data processing, and evaluating answers. The results show that students with high statistical ability solve numeracy problems by understanding statistical data or information well, processing statistical data or information accurately and systematically, interpreting the results of data processing, and always evaluating answers by recalculating. Teachers are advised to encourage students to evaluate their answers by checking them again, not only by counting them again but also by checking the entire answer in order to obtain the correct answer.
Pemecahan Masalah Matematika Kontekstual Siswa Kelas IX SMP pada Materi SPLDV Ditinjau dari Self-Efficacy Ayu Sukma Pradana; Masriyah Masriyah
MATHEdunesa Vol. 15 No. 3 (2026): Jurnal Mathedunesa Volume 15 Nomor 3 Tahun 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v15n3.p684-709

Abstract

Problem-solving is a critical skill in mathematics education. This qualitative study employed a case study approach to examine how ninth-grade students with high, moderate, and low self-efficacy solve contextual problems involving System of Linear Equations in Two Variables. Three students representing different self-efficacy levels were selected through purposive sampling. Data were collected using a self-efficacy questionnaire, a mathematics ability test, problem-solving tasks, and interviews. Data analysis was based on self-efficacy questionnaire scores, mathematics ability test results, problem-solving indicators proposed by Mason et al. (2010), and reduction of interview data to explore students' problem solving. The findings revealed no differences in problem-solving performance between students with high and moderate self-efficacy. At the entry stage, they identified relevant information, determined goals and methods, stated the problem requirements, and made assumptions. At the attack stage, they solved the problems correctly but did not provide logical reasoning. At the review stage, they rechecked their answers and solution steps and reflected on difficulties encountered, but could not identify other problems solvable using the same method. In contrast, the student with low self-efficacy showed differences at all stages. The student recorded incomplete information, made numerous calculation errors, lacked logical reasoning, did not recheck solution steps, was uncertain about the answers, and could not identify similar solvable problems. These findings suggest that mathematics teachers should strengthen students’ self-confidence, reasoning, calculation accuracy, and reflective habits to support effective problem-solving.
Kemampuan Literasi Matematis Siswa SMP dalam Menyelesaikan Soal Setara AKM Ditinjau Berdasarkan Jenis Kelamin Safitri Diah Pitaloka; Masriyah Masriyah
MATHEdunesa Vol. 15 No. 2 (2026): Jurnal Mathedunesa Volume 15 Nomor 2 Tahun 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v15n2.p538-559

Abstract

Mathematical literacy is an essential competency that enables students to formulate, apply, and interpret mathematics in real-life contexts. However, junior high school students’ mathematical literacy in solving Minimum Competency Assessment (MCA)-equivalent problems remains relatively low, especially in data and uncertainty content. In addition, studies examining mathematical literacy based on gender in MCA-equivalent contexts are still limited. Therefore, this study aims to describe junior high school students’ mathematical literacy abilities in solving MCA-equivalent problems based on gender differences. This study employed a qualitative descriptive approach involving one male student and one female student with equivalent mathematical abilities selected through purposive sampling. Data were collected through MCA-equivalent test items on data and uncertainty content and in-depth interviews. Data were analyzed through data reduction, data display, and conclusion drawing. The results showed differences in mathematical literacy characteristics between male and female students in formulating, employing, and interpreting processes. Female students tended to be more systematic in formulating problems and applying strategies, while male students showed greater confidence in interpreting results. However, both students still experienced difficulties in evaluating and justifying solutions, particularly on reasoning-level problems. The findings indicate that gender influences students’ mathematical literacy profiles in solving MCA-equivalent problems. Therefore, gender differences should be considered in designing mathematics learning and assessment activities.
Co-Authors Afni Molita Aghni Mey Azahra Ahmad Isroil Ayu Sukma Pradana Cahanila Gema Lintang Sukma Dayat Hidayat Dewi Pujiati Erisca Lusy Rusdianti Evangelista Lus Windyana Palupi Fiangga, Shofan I Ketut Budayasa Imelda Imelda Mar'atus Solehah Mifta Ismayanti Nanda Putri Wahyuni Raden Sulaiman Resti Elmi Mubarkah Riadhotus Sholikhah Safitri Diah Pitaloka Safri Ilman Siti Khabibah Susanah Tatag Yuli Eko Siswono Vebyka Iwala Awaliya Wihda Urfita Syafiti Yurizka Melia Sari