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All Journal Jurnal Infinity AKSIOMA: Jurnal Program Studi Pendidikan Matematika Jurnal Penelitian Pendidikan Pedagogia: Jurnal Pendidikan Al Ishlah Jurnal Pendidikan KALAMATIKA Jurnal Pendidikan Matematika POLYGLOT Wacana Akademika : Majalah Ilmiah Kependidikan PRISMA Formatif: Jurnal Ilmiah Pendidikan MIPA Jurnal Ilmu Pendidikan (JIP) STKIP Kusuma Negara Range : Jurnal Pendidikan Matematika Pasundan Journal of Mathematics Education : Jurnal Pendidikan Matematika Journal of Instructional Mathematics Jurnal Abdimas Prakasa Dakara International journal of education and learning International Journal of Educational Innovation and Research Inovasi Matematika (Inomatika) Journal of Mathematics Instruction, Social Research and Opinion Brillo Journal Jurnal Pengabdian Sains dan Humaniora Journal of Social Outreach Prosiding Konferensi Nasional Penelitian Matematika dan Pembelajarannya Eureka: Journal of Educational Research International Journal of Science Education and Cultural Studies Journal of Learning and Technology Indonesian Journal of Mathematics Education IndoMath: Indonesia Mathematics Education Prosiding Temu Ilmiah Nasional Guru Kanigara Jurnal Infinity The International Journal of Mathematics and Sciences Education Media Pendidikan Matematika
Fiki Alghadari
Unknown Affiliation
Humanities Biochemistry, Genetics & Molecular Biology Computer Science & IT Education Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Library & Information Science Mathematics Physics Social Sciences Other

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Eksplorasi Kemampuan Berpikir Metaforis Matematis Siswa dalam Pembelajaran Creative Problem Solving Latifah, Annisa; Syaiful, Syaiful; Alghadari, Fiki
Media Pendidikan Matematika Vol. 13 No. 2 (2025): J-MPM
Publisher : Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/mpm.v13i2.18543

Abstract

Mathematical metaphorical thinking ability is essential for students to transform abstract concepts into more concrete ideas, thereby facilitating in-depth understanding and connections between mathematical topics. This research aims to explore of mathematical metaphorical thinking ability of eighth-grade students when they engage in the Creative Problem Solving (CPS) learning process. The CPS model was chosen because its structured thinking stages especially the Idea Finding phase are expected to trigger a strong divergence thinking process in metaphor formation. This study used a qualitative approach with eighth-grade students as the purposefully selected subjects. Data were collected through a mathematical metaphorical thinking ability test instrument followed by semi-structured interviews to identify the level and type of metaphors used. The results of the analysis show that the CPS learning environment successfully activated and mapped the use of various mathematical metaphors in students. Students who showed high metaphorical ability tended to construct more original and relational metaphors, which played an important role in complex problem-solving. Conversely, students with moderate ability mostly used conventional or functional-structural metaphors to clarify initial understanding. The conclusion of this study confirms that the integration of CPS is an effective strategy for identifying and honing the potential for mathematical metaphorical thinking in junior high school students, providing a basis for improving mathematics teaching strategies centered on creativity.
Failures of Mathematical Creative Thinking in Solving Three-Variable Linear Equation Systems Viewed from Self-Regulation Puspitasari, Rina; Huda, Nizlel; Alghadari, Fiki
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.v4i4.934

Abstract

This study aims to analyze the failure of students’ mathematical creative thinking abilities in solving systems of linear equations in three variables (SPLTV) problems based on their level of self-regulation. Mathematical creative thinking is an essential higher-order skill, yet many students struggle to generate ideas, apply flexible strategies, and elaborate solutions when solving complex problems. This research employed a qualitative descriptive approach involving students categorized into high, medium, and low self-regulation levels. Data were collected through creative thinking tests, self-regulation questionnaires, and semi-structured interviews. The analysis focused on identifying patterns of failure across indicators of creative thinking, including fluency, flexibility, originality, and elaboration. The results indicate that students with low self-regulation tend to fail at planning problem-solving strategies, monitoring solution steps, and evaluating results, leading to incomplete or incorrect solutions. Students with moderate self-regulation partially fulfill creative thinking indicators, while those with high self-regulation demonstrate better control of their thinking processes, though some difficulties remain in originality and elaboration. These findings highlight the critical role of self-regulation in supporting students’ mathematical creative thinking and provide implications for designing instructional interventions to reduce learning failure in SPLTV topics.
LANGUAGE ACQUISITION STRATEGY INVENTORY FOR AUTONOMOUS LEARNERS: DISPLAYING STUDENTS' ACADEMIC WRITING SKILLS THROUGH BLENDED LEARNING [INVENTARIS STRATEGI PEMBELAJARAN BAHASA UNTUK PEMBELAJAR MANDIRI: MENUNJUKKAN KEMAMPUAN MENULIS AKADEMIK SISWA MELALUI PEMBELAJARAN BLENDED] Yundayani, Audi; Sundari, Hanna; Alghadari, Fiki
Polyglot Vol 22 No 1 (2026): January
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/pji.v22i1.10225

Abstract

The pedagogical implementation of blended learning, which advances students' autonomous learning and mastery, shapes academic writing performance in higher education. Nevertheless, more study is needed to examine how autonomous learning and language acquisition strategies affect college students' academic writing products in blended learning settings. The current study examines the academic writing performance of students in language learning and autonomous learning strategies they employed through blended learning. This is a mixed-method research design which twenty-seven students in higher education participated in this study. They were evaluated using questionnaires on autonomous learning and strategy inventory language learning and writing tests. The study found that the academic writing scores of the participants ranged from 50.5 to 96, which was indicative of low autonomy. A range of 51 to 94.5 scores suggests that learners are highly autonomous. In addition, 39.51% of participants preferred memory strategies, 14.81% preferred compensatory strategies, and 2.47% preferred cognitive strategies. In the study, 11.11% of participants implemented affective strategies, 4.94% employed social strategies, and 27.16% employed metacognitive strategies. Moreover, the study found the preferred strategies employed by participants to develop their academic writing skills through varying engagement and retention strategies related to language knowledge, which, in turn, influence their academic writing performance. It is essential to take these preferences into account when creating a language learning strategy inventory for English academic writing courses in higher education, as this will foster autonomous learning. Additionally, the development of engaging blended learning activities is expected to enhance students’ academic writing skills. Abstrak Bahasa Indonesia Implementasi pedagogis pembelajaran campuran, yang mendorong pembelajaran mandiri dan kemampuan mahasiswa, memengaruhi kinerja penulisan akademik di perguruan tinggi. Namun, diperlukan penelitian lebih lanjut untuk mengkaji bagaimana pembelajaran mandiri dan strategi akuisisi bahasa memengaruhi produk penulisan akademik mahasiswa dalam lingkungan pembelajaran campuran. Penelitian ini mengkaji kinerja penulisan akademik mahasiswa dalam pembelajaran bahasa dan strategi pembelajaran mandiri yang mereka terapkan melalui pembelajaran campuran. Metode penelitian campuran dilakukan dengan melibatkan 27 mahasiswa dengan menggunakan kuesioner tentang pembelajaran mandiri, inventaris strategi pembelajaran bahasa, dan tes menulis. Temuan penelitian menunjukkan bahwa peserta umumnya menunjukkan tingkat otonomi belajar yang rendah dalam proses penulisan artikel akademik mereka. Selain itu, ditemukan preferensi yang bervariasi terhadap strategi pembelajaran bahasa, dengan kecenderungan yang jelas terhadap penggunaan strategi berbasis memori dibandingkan dengan strategi kognitif, sosial, atau afektif. Pola ini menunjukkan bahwa peserta lebih mengandalkan strategi yang melibatkan retensi informasi daripada strategi yang mendorong interaksi, refleksi, atau regulasi emosional dalam proses penulisan. Selain itu, penelitian ini menemukan strategi yang disukai oleh peserta dalam mengembangkan keterampilan menulis akademik mereka melalui berbagai strategi keterlibatan dan retensi yang berkaitan dengan pengetahuan bahasa, yang pada gilirannya mempengaruhi kinerja menulis akademik mereka. Penting untuk mempertimbangkan preferensi belajar mahasiswa saat mengembangkan rencana pembelajaran menulis akademik bahasa Inggris di perguruan tinggi, karena hal ini akan mendorong pembelajaran mandiri. Selain itu, pengembangan aktivitas pembelajaran campuran yang menarik diharapkan dapat meningkatkan keterampilan menulis akademik mahasiswa.
Uncovering Gaps in Deductive Geometry Thinking: Rasch-Based Evidence from Students’ Work on Quadratic Functions Fiki Alghadari; Bella Arisha; Nurul Hidayah; Saparuddin Saparuddin; Budi Eka Dharma
Journal of Instructional Mathematics Vol. 6 No. 2 (2025): Innovative Approaches to Mathematical Understanding and Literacy
Publisher : Pendidikan Matematika STKIP Kusuma Negara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37640/jim.v6i2.2510

Abstract

The deductive structure is fundamental in mathematics, but students often struggle to derive logical consequences when constructing proofs or engaging in the bridging process. This study analyzed students’ ability to deduce logical relationships between properties in geometric thinking on quadratic functions. The participants were students (N=139) from the mathematics education program. The properties of quadratic functions and their interrelationships contained in the premises represented students’ responses to the instrument. The responses were dichotomously coded based on the criteria of the carried-out deduction process and then evaluated using Rasch analysis. The findings revealed that, in general, the distribution of students’ ability levels was below most levels of the carried-out deduction process. Although a group of students had already reached the high-ability category, the overall distribution was still dominated by low-ability levels. Many students continued to face serious challenges in reaching the final stage of the deduction process—advanced premise integration and deductive synthesis—since most of them established relationships among properties merely from the given information. There were indications that learning experiences during higher education contributed positively to the improvement of students’ ability at the deduction level. The study recommends four steps to habituate students to the process of deduction.
Co-Authors ., Tajudin Abdul Hakim Ma’ruf Abdul Halim Abdullah Adnan, Mazlini Ageng Triyono Agus Sulaeman Al Afgoni, Harun Aloisius Loka Son Andi Ahmad Arie Purwa Kusuma Audi Yundayani Bayu Jaya Tama Bejo Sutrisno Bella Arisha Bete, Hendrika Budi Eka Dharma Dedy Kurniawan Eka Rachma Kurniasi Eva Dwi Minarti Fatimah Layba Ibrahim Feri Tiona Pasaribu Frimadhona Syafri Genç, Murat Hamid Rifki, Ahmad Jauhari Hanna Sundari Hasiibunnisa, Hasna Heni Nurhaeni Hevitria Hevitria Irzy Lil Iman Javier García-García K Kustantini Kamid, Kamid Krida Singgih Kuncoro Krisna Satrio Perbowo Kurniasi, Eka Rachma Latifah, Annisa Masta Hutajulu Mazlini Adnan Ma’ruf, Abdul Hakim Meilidiya Fuziani Nafida Hetty Marhaeni Neng Nurwiatin Nizlel Huda Nugraheny, Devita Cahyani Nurimani Nurimani Nurina Kurniasari Rahmawati Nurul Hidayah Pitriyana, Sisi Rina Puspitasari Ronaldus Ariyanto Jelahu Rosilawati, Rosilawati Saparuddin Saparuddin Silvia Fitriani Siti Nurhaliza Sri Adi Widodo Sudirman Sudirman Sudirman Suyanto Syafa'at Ariful Huda Syaiful . Teguh Wibowo Tri Rahayu Tri Rahayu Utami, Purwani Puji Vioreza, Niken Wahyu Hidayat Wulandari Wulandari Yuni, Yatha