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All Journal Jurnal Karya Pendidikan Matematika AKSIOLOGIYA : Jurnal Pengabdian Kepada Masyarakat JURNAL EDUCATION AND DEVELOPMENT CARADDE: Jurnal Pengabdian Kepada Masyarakat Benchmarking: Jurnal Manajemen Pendidikan Islam Jurnal Cendekia : Jurnal Pendidikan Matematika Prima: Jurnal Pendidikan Matematika JPMI (Jurnal Pembelajaran Matematika Inovatif) Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika (JRPIPM) Jurnal Pengabdian Masyarakat IPTEKS Didaktika: Jurnal Kependidikan Jurnal Impresi Indonesia Jurnal Kajian Ilmu Pendidikan (JKIP) Edukasia: Jurnal Pendidikan dan Pembelajaran MATHEdunesa Indonesian Journal of Mathematics Education
Endah Budi Rahaju
Universitas Negeri Surabaya
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Kemampuan Berpikir Aljabar Siswa SMP dalam Menyelesaikan Masalah Relasi dan Fungsi Ditinjau dari Perbedaan Jenis Kelamin Alvira Ramanda; Endah Budi Rahaju
MATHEdunesa Vol. 13 No. 3 (2024): Jurnal Mathedunesa Volume 13 Nomor 3 Tahun 2024
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v13n3.p846-859

Abstract

Algebraic thinking is a mental activity that occurs within a person in using symbols, generalizing, formulating relationships between patterns and developing variable concepts in problem solving. This study aims to describe the algebraic thinking ability of junior high school students with male and female gender in solving relation and function problems. Researchers conducted an algebraic thinking ability test on two junior high school students in Surabaya with high mathematics ability based on the results of the mathematics ability test. The results showed that male and female students on the generalization indicator, can find information contained in the relation and function problems, and identify patterns based on the objects given systematically. Likewise, on the abstraction indicator, both students can express something that has no known value in algebraic form and make equations from the relationship between the objects given. In the dynamic thinking indicator, male and female students can predict the relationship between known values to determine the next value, but only female student can solve with two different alternative ways. On the organization indicator, male student can arrange the information obtained into a logical deduction strategy, while female student arrange the information in the form of a graph but are less precise to describe the problem situation and the relationship between the conditions of the overall problem. On the modeling indicator, only male student can state the problem into a mathematical model. Therefore, this research can be used as a consideration for teachers to familiarize students to find other ways of solving so that students will be skilled in thinking algebra by paying attention to differences in the algebraic thinking abilities of male and female students. In addition, further research needs to be done to examine subjects of moderate or low mathematical ability, to see differences in students' algebraic thinking skills because there may be differences in algebraic thinking skills between male and female students with moderate or low ability.
Kemampuan Komunikasi Matematis Siswa SMP dalam Menyelesaikan Masalah Aritmetika Sosial Ditinjau dari Kemampuan Matematika Siswa Fakhtiyah Nur Rosidah; Endah Budi Rahaju
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.p377-399

Abstract

This study aimed to describe the mathematical communication skills of junior high school students with high, moderate, and low mathematical ability in solving social arithmetic problems. A qualitative approach was employed. The research subjects consisted of three Grade VII students of the same gender representing different levels of mathematical ability. The findings revealed differences in mathematical communication skills across levels of ability at each stage of problem solving. Students with high and moderate mathematical ability were able to identify relevant information, represent known data using mathematical symbols, and relate given information to previously learned concepts to determine appropriate strategies. However, only the high-ability student was able to formulate a clear strategy for solving the problem. The student with low mathematical ability experienced difficulties in identifying relevant information, using mathematical symbols, and determining appropriate strategies. At the implementation stage, students with high and moderate ability were able to apply mathematical symbols in executing problem-solving strategies, although they encountered difficulties in fully implementing their plans. Meanwhile, the low-ability student was unable to apply the planned strategies effectively. At the rechecking stage, students at all ability levels were unable to evaluate their solutions using alternative strategies.
Transforming Junior High School Teachers' Basic STEM Knowledge through Training to Strengthen STEM-Based Mathematics Learning Faradiba Izzati Sa'adah; Endah Budi Rahaju
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.p597-612

Abstract

The implementation of STEM (Science, Technology, Engineering, and Mathematics) based mathematics learning depends on teachers’ conceptual understanding of interdisciplinary integration. Although STEM has been widely introduced through training programs, prior studies indicate that junior high school mathematics teachers’ understanding remains partial. This study aims to describe how STEM training transforms teachers’ understanding in conceptual, applicative, and affective aspects. This study used a qualitative descriptive design with a pretest–posttest approach, analyzing teachers’ responses through content analysis to identify patterns of conceptual change. The study involved 30 junior high school mathematics teachers selected through purposive sampling. Data were collected using pretest and posttest open-ended essay questions and analyzed through coding and thematic categorization. The findings revealed that before the training, most teachers perceived STEM merely as a combination of subjects, without clearly understanding how science, technology, engineering, and mathematics are integrated through problem-solving processes, design activities, and specific learning objectives. After the training, a clear shift occurred, with most teachers developing more accurate and integrated conceptions of STEM. They were able to explain STEM as an interdisciplinary approach focused on problem solving rather than subject integration alone. In practice, most teachers reached a contextual level of implementation by providing authentic examples such as real-world problem-solving activities, simple engineering design tasks, and the integration of mathematical calculations and technology. Teachers’ confidence also increased significantly, indicating greater readiness to implement STEM-based learning. These findings highlight the importance of continuous and well-designed STEM training program.
Research Trends of Critical Thinking in Mathematics Problem Posing: A Bibliometric Study and Descriptive Content Analysis   Indri Rohmatul Fakhri Febriani; Pradnyo Wijayanti; Manuharawati; Endah Budi Rahaju
Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika Vol. 10 No. 1 (2026): JRPIPM APRIL 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jrpipm.v10n1.p103-119

Abstract

This study aims to systematically review the development of research on critical thinking in problem posing through bibliometric analysis and descriptive content analysis of Scopus-indexed publications from 2015 to 2025. The results indicate that China, Indonesia, and the United States are the most influential countries in this field, with China occupying the leading position in both publications and citations. The most productive affiliation is the National Taiwan University of Science and Technology, and Hwang, G. emerges as the author with the greatest contribution. Publication trends show a sharp increase after 2020, reaching a peak in 2024 with seven published articles. Although critical thinking is strongly connected to problem posing, its relationship with creativity, problem solving, and critical pedagogy remains weak. Content analysis reveals a dominance of quantitative approaches, particularly quasi-experimental designs, with university students as the most frequently studied subjects, purposive sampling as the primary sampling method, and tests as the main measurement instruments. The most commonly used data analysis techniques include descriptive statistics, t-tests, ANOVA, and n-Gain. These findings highlight clear opportunities for further research, particularly in integrating critical pedagogy, creativity, and learning technologies, as well as in more deeply exploring the cognitive processes underlying critical thinking in problem posing.
Pengembangan Bahan Ajar Digital Interaktif Matematika SMP Topik Sistem Persamaan Linear Dua Variabel Untuk Melatih Berpikir Kritis dan Kreatif Siswa Rina Firsty Nabila; Raden Sulaiman; Endah Budi Rahaju
Jurnal Kajian Ilmu Pendidikan (JKIP) Vol. 7 No. 6 (2026): Jurnal Kajian Ilmu Pendidikan (JKIP)
Publisher : Lembaga Riset dan Inovasi Almatani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55583/jkip.v7i6.2702

Abstract

Penelitian ini bertujuan mengembangkan bahan ajar digital interaktif matematika pada topik Sistem Persamaan Linear Dua Variabel (SPLDV) untuk melatih kemampuan berpikir kritis dan kreatif siswa SMP. Penelitian menggunakan metode Research and Development (R&D) dengan model 4D yang meliputi tahap define, design, develop, dan disseminate terbatas. Pada tahap define dilakukan analisis kebutuhan melalui kajian Kurikulum Merdeka, standar NCTM, hasil PISA 2022, buku ajar, wawancara guru, dan analisis karakteristik siswa. Tahap design menghasilkan rancangan bahan ajar yang memuat materi, aktivitas pembelajaran interaktif, visualisasi, umpan balik, serta instrumen pretest dan posttest yang disesuaikan dengan indikator berpikir kritis Ennis dan berpikir kreatif Guilford. Selanjutnya, pada tahap develop, produk divalidasi oleh ahli pembelajaran, ahli media, dan guru matematika, kemudian direvisi dan diujicobakan pada kelompok kecil untuk menilai kepraktisan dan keefektifannya. Hasil penelitian menunjukkan bahwa bahan ajar yang dikembangkan memenuhi kriteria sangat valid dengan indeks validitas 80–100%, sangat praktis berdasarkan respons guru dan siswa dengan indeks di atas 80%, serta efektif dalam meningkatkan hasil belajar. Ketuntasan belajar klasikal mencapai lebih dari 75% sesuai KKM, sedangkan hasil analisis N-gain sebesar 34% menunjukkan peningkatan hasil belajar pada kategori sedang. Observasi pembelajaran juga memperlihatkan bahwa penggunaan bahan ajar mampu mengaktifkan indikator berpikir kritis dan kreatif siswa secara konsisten. Pada tahap disseminate, produk dipublikasikan melalui situs web sehingga dapat diakses secara daring sebagai sumber belajar tambahan. Dengan demikian, bahan ajar digital interaktif yang dikembangkan dinyatakan layak digunakan sebagai alternatif sumber belajar matematika untuk mendukung pembelajaran yang berorientasi pada pengembangan kemampuan berpikir kritis dan kreatif siswa.
Improving student learning outcomes on SPLDV material using the Problem Based Learning model in class IX H SMPN 6 Surabaya Suliswati Suliswati; Endah Budi Rahaju; Achmad Sahari; Lena Sucianita Muntiari
Jurnal Impresi Indonesia Vol. 3 No. 10 (2024): Jurnal Impresi Indonesia
Publisher : Riviera Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58344/jii.v3i10.5586

Abstract

The problem based learning model is expected to be effective in enabling students to find solutions and solve their own problems, thereby increasing conceptual understanding of SPLDV material. The aim of this research is to find out how much influence the problem based learning model has on SPLDV material which can improve student learning outcomes at SMPN 6 Surabaya. This research uses the PBL method. The design of this research is a single case study, namely an experimental design by providing treatment to a small group and a large group. The results of data processing using the influence of the PBL learning model on the learning outcomes of conflict resources and social integration at SMPN 6 Surabaya. The result is the use of a problem-based learning model that involves sources of conflict which will improve student learning outcomes at SMPN 6 Surabaya. The use of the PBL learning model for learning outcomes related to SPLDV material at SMPN 6 Surabaya is classified as good, this can be seen from the average pre-cycle score carried out by individuals, namely 85.18, the average LKPD score is 1 learning outcome for small group students consisting of 2 participants. students is 85.90 and the average score for LKPD 2 student learning outcomes for a large group of 6 students is 99.09. In the collaborative classroom action research carried out it can be declared successful because there is an average increase in pre-cycle, cycle 1 and cycle 2 in learning outcomes.
GEOMETRIC STRUCTURE ANALYSIS OF MBAH BUYUT KI TUAN TOMB GATE AS A CONTEXTUAL LEARNING RESOURCE FOR DECOMPOSITION OF THREE-DIMENSIONAL SHAPES IN ELEMENTARY SCHOOL STUDENTS Margareta Sinta Wibawati; Wiryanto Wiryanto; Endah Budi Rahaju
Prima: Jurnal Pendidikan Matematika Vol. 10 No. 1 (2026): PRIMA : Jurnal Pendidikan Matematika
Publisher : FKIP Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/prima.v10i1.15407

Abstract

This research aims to analyze the potential of the geometric structure of the Mbah Buyut Ki Tuan Tomb gate in Karanglo Village as a contextual learning resource for three-dimensional shapes material, specifically decomposition skills and critical thinking enhancement in elementary school students. The study is motivated by the underutilization of local wisdom as an ethnopedagogical basis in mathematics learning, despite local traditions and cultural artifacts possessing strong visual-spatial values. The research employs a descriptive qualitative approach through direct observation, visual documentation, and interviews with local informants. Data were analyzed using reduction, categorization, and conclusion-drawing techniques. Results indicate that the tomb gate contains clearly identifiable three-dimensional shape elements recognizable to students, such as rectangular prisms in pillars and foundations, and cubes in upper ornamental sections. The gate structure can be decomposed into combinations of rectangular prisms and cubes, which can then be reconstructed as composite three-dimensional shapes. The analysis also reveals that utilizing this cultural object has potential to enhance the connection between mathematical concepts and real contexts, strengthen spatial visualization abilities, and promote critical thinking skills. Beyond mathematical values, relevant ethnopedagogical values were discovered, including respect for ancestors, mutual cooperation, and local cultural identity. The research concludes that the Mbah Buyut Ki Tuan Tomb gate is suitable as an ethnopedagogy-based contextual learning resource and can be integrated into digital media development, including Scratch, to enrich students' learning experiences. These findings provide a preliminary basis for developing locally culture-based mathematics learning media that is pedagogically valid and socially meaningful.
Pemenuhan Indikator Kreativitas Siswa SMP dalam Pemecahan Masalah Setara PISA Konten Ruang dan Bentuk Berdasarkan Kemampuan Matematika Yuni Ashari Rachmawati; Yusuf Fuad; Endah Budi Rahaju
Jurnal Cendekia : Jurnal Pendidikan Matematika Vol 10 No 2 (2026): Jurnal Cendekia: Jurnal Pendidikan Matematika Volume 10 Nomor 2 Tahun 2026
Publisher : Mathematics Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/cendekia.v10i2.5282

Abstract

Kreativitas dalam matematika diartikan sebagai perumusan baru terkait ide atau solusi yang tepat, penemuan cara dan sarana untuk solusinya, dan penemuan metode solusi orisinil untuk masalah yang tidak biasa. Terdapat 3 indikator yang biasa digunakan untuk melihat kreativitas siswa yakni fluency, flexibility, dan novelty. Kreativitas yang ditunjukkan antara siswa satu dengan siswa yang lain berbeda. Penelitian ini merupakan penelitian deskriptif pendekatan kualitatif yang bertujuan untuk mendeskripsikan kreativitas siswa SMP dalam pemecahan masalah setara PISA konten runag dan bentuk berdasarkan kemampuan matematika kategori tinggi dan sedang. Subjek dalam penelitian ini sebanyak enam orang siswa laki-laki dengan kemampuan matematika tinggi dan sedang. Pengumpulan data dilakukan secara tertulis dan wawancara. Secara tertulis dengan menggunakan Tes Kemampuan Matematika (TKM), Tugas Pemecahan Masalah PISA (TPMP), dan wawancara. Selanjutnya data dianalisis menggunakan indikator kreativitas yang diadaptasi dari Silver (1997). Kemudian, untuk menjamin keabsahan data penelitian yang diperoleh, dilakukan traingulasi sumber dan triangulasi waktu. Hasil dari penelitian ini menunjukkan bahwa siswa berkemampuan matematika tinggi memenuhi ketiga aspek indikator kreativitas yakni fluency, flexibility, dan novelty. Sedangkan pada siswa berkemampuan matematika sedang hanya memenuhi aspek fluency. Pada aspek flexibility, siswa berkemampuan matematika sedang, hanya didasarkan pada firasat dan dugaan saja. Sehingga mereka juga belum memenuhi aspek novelty. Hasil dari penelitian ini merekomendasikan agar guru mengintegrasikan soal kontekstual setara PISA dalam pembelajaran untuk mengembangkan kreativitas siswa.
HIGH SCHOOL STUDENTS' CREATIVE THINKING ABILITY IN PROPOSING COLLABORATIVE PROBLEMS ON SEQUENCES AND SERIES Nabilla Dihni Amilia; Tatag Yuli Eko Siswono; Endah Budi Rahaju
Benchmarking: Jurnal Manajemen Pendidikan Islam Vol 10, No 1 (2026): BENCHMARKING (Author Geographical Coverage: Negeria, South African and Indonesi
Publisher : Universitas Islam Negeri (UIN) Sumatera Utara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/benchmarking.v10i1.28441

Abstract

This study aims to describe the creative thinking ability of high school students in posing collaborative problems on sequences and series, so the type of research used is a case study with a qualitative approach. The subjects in this study were high school students of grade X who were divided into groups of students with high, medium, and heterogeneous mathematical abilities (high, medium, and low). There are four data collection techniques used in this study, namely the mathematics ability test (TKM), the collaborative mathematics problem posing task (TPMKM), observation, and interviews. The instruments in this study are divided into two, namely the main instrument and supporting instruments. The main instrument is the researcher, while the supporting instruments are in the form of the mathematics ability test grid (TKM), the collaborative mathematics problem posing task sheet (TPMKM), observation guidelines, and interview guidelines. The collected data were then analyzed into three stages: data condensation, data presentation, and conclusion drawing. Data validity checking in this study uses method triangulation. There are two methods used in checking the validity of the data, namely researcher observation and FGD. The results of the study found that in homogeneous groups, the high homogeneity group demonstrated creative thinking skills in the form of fluency, flexibility, and novelty when posing collaborative problems, while the medium homogeneity group only demonstrated fluency and flexibility. In heterogeneous groups, the researchers found that student groups only demonstrated fluency. The different creative thinking skills of each group were due to differences in the composition of the mathematical abilities of the group members.
Co-Authors Abdul Haris Rosyidi Achmad Sahari Ahmad Wachidul Kohar Alvira Ramanda Ana Agustini Annisa Yanuarisma Arief Budi Wicaksono Auliaul Haque BUDI RAHADJENG Erfi Hannania Fakhtiyah Nur Rosidah Faradiba Izzati Sa'adah Gusti Uripno Halliem Pangesti Ningrum Ika Kurniasari Ika Prasetya Mukti Indah Saptaning Wahyuni Indri Rohmatul Fakhri Febriani Inta Diananda Ismail, Ismail Lena Sucianita Muntiari Malikatun Ngilman Nafiah Manuharawati Margareta Sinta Wibawati Masriyah Masruroh Khafidhoh Nabilla Dihni Amilia Nanda Ayu Indarasati Nicki Fabasti Asmah Nina Prihartiwi Pradnya Paramitha Solikhah Pradnyo Wijayanti Raden Sulaiman Rafika Kamila Sari Rina Firsty Nabila Risalatus Sa'idah Rizki Nindi Handayani Sherina Ayu Salsabilah Sifak Indana Siti Khabibah Siti Maghfirotun Amin Sugi Hartono Suliswati Suliswati Suyono Suyono Tatag Yuli Eka Siswono Tatag Yuli Eko Siswono Tatag Yuli Siswono Tutik Andayani Wasis Wiryanto Wiryanto Yuni Ashari Rachmawati Yusuf Fuad