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All Journal Paradikma: Jurnal Pendidikan Matematika Journal of Mathematics Education and Application (JMEA) AKSIOMA: Jurnal Program Studi Pendidikan Matematika Delta-Pi : Jurnal Matematika dan Pendidikan Matematika AlphaMath: Journal of Mathematics Education Al Ishlah Jurnal Pendidikan AXIOM : Jurnal Pendidikan dan Matematika Jurnal Cendekia : Jurnal Pendidikan Matematika JURNAL MATHEMATIC PAEDAGOGIC M A T H L I N E : Jurnal Matematika dan Pendidikan Matematika Jurnal Eduscience (JES) Jurnal Ilmiah Profesi Pendidikan Range : Jurnal Pendidikan Matematika Jurnal Penelitian Pendidikan, Psikologi Dan Kesehatan (J-P3K) Mosharafa: Jurnal Pendidikan Matematika Journal of Mathematics Instruction, Social Research and Opinion Jurnal Riset Rumpun Matematika dan Ilmu Pengetahuan Alam (JURRIMIPA) Equivalent: Jurnal Ilmiah Sosial Teknik
Sahat Saragih
Universitas Negeri Medan
Humanities Economics, Econometrics & Finance Education Electrical & Electronics Engineering Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Nursing Public Health Social Sciences Other

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When Students Encounter PISA Questions: From the Perspective of 4C Skills Sinta Dameria Simanjuntak; Sahat Saragih
RANGE: Jurnal Pendidikan Matematika Vol. 7 No. 1 (2025): Range Juli 2025
Publisher : Pendidikan Matematika UNIMOR

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/jpm.v7i1.9385

Abstract

PISA is a prestigious platform for assessing students' learning achievements globally, including 4C skills: creative thinking, critical thinking, communication, and collaboration. However, the 2022 PISA results once again showed disappointing achievements for Indonesia. Indonesian students struggle with solving complex problems (critical thinking), have difficulty conveying ideas effectively (communication), are less prepared for creative challenges (creative thinking), and lack effective collaborative learning approaches. This research aimed to analyze the 4C skills of students at SMP Negeri 31 Medan. The study involved 29 students from class IX-3. Data were collected using two selected essay questions from the 2022 PISA mathematics test, specifically designed to assess 4C skills through indicators like interpreting, formulating, and reasoning. Collaboration was assessed through semi-structured interviews with the class teacher to gain insights into students' interaction and teamwork skills, complementing the written test results. Qualitative descriptive analysis was used to interpret students' written responses, while collaboration data were analyzed based on teacher observations. Assessment criteria followed established indicators for critical thinking (Employ and Evaluate), creativity (formulate), communication (interpret), and collaboration (effective teamwork). The results indicate that 69.56% of students correctly answered interpretation questions (communication, level 3), 39.13% and 43.47% answered employability questions correctly (critical thinking, levels 2 and 1a), and 30.43% correctly answered formulation questions (creativity, level 2). However, teacher observations revealed that students still struggle with effective collaboration, reflecting a broader challenge in fostering teamwork and peer learning. Overall, although communication skills are relatively strong, significant improvements are needed in critical thinking, creativity, and collaboration.
Penerapan Model Pembelajaran Open Ended Untuk Meningkatkan Kemampuan Berpikir Kreatif dan Penalaran Matematis Siswa Michelle Ivana Filbertha; Sahat Saragih
JURNAL RISET RUMPUN MATEMATIKA DAN ILMU PENGETAHUAN ALAM Vol. 3 No. 2 (2024): Oktober : Jurnal Riset Rumpun Matematika dan Ilmu Pengetahuan Alam
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jurrimipa.v3i1.2527

Abstract

This research aims to find out how to improve the creative thinking and mathematical reasoning abilities of class after implementing learning based on the open ended learning model. This research is Classroom Action Research (PTK). Data was collected through tests of students' creative thinking and mathematical reasoning abilities at the end of each cycle and observation sheets of teacher and student activities. The results of the research show that: (1) The increase in students' creative thinking and mathematical reasoning abilities is classified as a medium improvement criterion with the respective average N-gain values being 0.53 and 0.49. And the percentage of classical completion of students' creative thinking abilities after implementing cycle I increased to 47.22% and after implementing cycle II actions increased to 86.11%. As well as the percentage of classical completeness of students' mathematical reasoning abilities after implementing cycle I actions increased to 47.22% and after implementing cycle II actions increased to 91.67%; (2) The process of students' answers in completing tests on students' creative thinking abilities and mathematical reasoning can be said to be good.
Profile of Students' Mathematical Critical Thinking Skills: An Analysis of Thinking Patterns Imelda Imelda; Sahat Saragih; Edi Syahputra
AlphaMath : Journal of Mathematics Education Alphamath: Vol. 12, No. 2, November 2026
Publisher : Department of Mathematics Education, Universitas Muhammadiyah Purwokerto, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/alphamath.v12i2.30533

Abstract

Critical thinking is a 21st-century skill and part of the graduate profile that Indonesian students must master. Urgency: However, Indonesian students' mathematical critical thinking requires careful consideration, especially when addressing problems. Objective: The purpose of this study is to describe students' profiles of mathematical critical thinking by analyzing their thinking patterns based on their performance on a critical-thinking test. Method: Using a descriptive qualitative design, the study involved 30 ninth-grade students at SMP Negeri 31 Medan. The sampling technique used was purposive sampling. Purposive sampling aims to select the most relevant and informative students to interview, thereby gaining an in-depth understanding of their mindsets regarding mathematical critical thinking skills. Data were collected through a mathematical critical thinking test (five questions on cubes and rectangular prisms), interviews, and documentation of written responses. Analysis focused on five indicators: interpretation, analysis, evaluation, inference, and explanation. Novelty: This study demonstrates that students' mathematical critical thinking skill profiles cannot be explained solely by ability level categories (high, medium, low), but rather by their thinking patterns. Conclusions: Three thinking patterns were observed in their performance on the mathematical critical thinking test: a mechanistic procedural pattern, indicating a reliance on rote memorization; an unstructured trial-and-error pattern, indicating a shift in thinking; and a reflective conceptual pattern, indicating maturity in critical thinking. Contributions: The main contribution of this study is to offer a new perspective on students' critical-thinking profiles by identifying thinking patterns, thereby providing a stronger foundation for mathematics instruction that focuses on strengthening the thinking process rather than merely achieving results.
Mathematics Achievement under the Merdeka Curriculum: A Document Analysis of Grade VII Summative Assessment Results Hizmi Wardani; Sahat Saragih; Mulyono
Journal of Mathematics Instruction, Social Research and Opinion Vol. 5 No. 3 (2026): September
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v5i3.2151

Abstract

Mathematics achievement under the Merdeka Curriculum remains important, particularly in understanding how students’ initial abilities relate to end-of-semester performance. Existing studies have examined mathematics achievement and Initial Mathematical Ability (IMA) separately, while evidence linking IMA to end-of-semester assessment performance at the junior secondary level remains limited. This study aimed to describe students’ mathematics performance based on IMA and final semester assessment results and identify differences across mathematical domains. A document analysis design was employed using assessment records from 158 Grade VII students at a public junior high school in Medan. Data comprised an IMA test as the initial assessment and a final semester summative assessment as the post-assessment. Descriptive statistics and normalized gain analysis were used. The findings indicated moderate descriptive progress, with most students performing near or above the expected proficiency level. Geometry was the weakest assessed domain. These findings provide a descriptive profile of mathematics performance but do not establish the effectiveness of the Merdeka Curriculum, particularly because the two assessments may differ in content and measurement characteristics. Teachers can use domain-level assessment results to provide targeted support, especially in geometry, while future research should employ comparable longitudinal or quasi-experimental assessments.
Developing a Talk-Moves-Based Learning Design for Systems of Linear Equations in Two Variables: A Design-Based Research Framework Nur 'Afifah; Sahat Saragih; Mulyono
Journal of Mathematics Instruction, Social Research and Opinion Vol. 5 No. 3 (2026): September
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v5i3.2152

Abstract

Mathematical communication in systems of linear equations in two variables requires students to connect representations, explain reasoning, and respond to mathematical ideas. However, existing instructional approaches do not always integrate classroom discourse, talk moves, and communication assessment into a coherent learning design. This methodological design study develops a talk-moves-based learning design for systems of linear equations in two variables and specifies an analytical protocol for its subsequent empirical validation. The study applies a design-based research framework comprising preliminary analysis, prototype development, iterative design, and retrospective analysis. The proposed design integrates multi-representational tasks, six talk moves, anticipated student responses, presentation orchestration, and oral and written mathematical communication assessment. A simulated dataset is used solely to illustrate the planned procedures for content validity, practicality, implementation, communication outcomes, and discourse analysis. The study produces a four-lesson instructional design and an accompanying analytical protocol that specify how design quality, implementation processes, mathematical communication, and classroom discourse can be examined in future empirical research. The contribution is a theoretically coherent and testable instructional design rather than evidence of instructional effectiveness. The design provides a structured basis for future classroom validation and may be adapted to other mathematical topics, including functions, ratios and proportions, and statistics.
Co-Authors Alya Fadhilla Amin Fauzi Arnita Arnita Baihaqi Siddik Lubis Bornok Sinaga Dasrin Pohan Dewi Astuti Dian Armanto Dian Armanto Diana Astria Gultom Dwi Novita Sari E. Elvis Napitupulu Edi Syahputra Eko Febri Syahputra Siregar Elfira Rahmadani Elisa oktavia Elvis Napitupulu Elvis Napitupulu Ely Syafitri Hasratuddin Hasratuddin Hasratuddin Siregar Herlan Darmanto Tampubolon Hizmi Wardani Imelda Imelda Indah Purnama Sari Indriyani Mu'awiyah Irham Habibi Harahap Ismail Hanif Batubara Izwita Dewi KMS Amin Fauzi KMS. M. Amin Fauzi Mahfira Shulima Michelle Ivana Filbertha Miftahul Jannah Mulyono Nerli Khairani Nilam Sari Nur Rahmi Rizqi Nurhasanah siregar Putri Andini Putri Suci Mardhatillah Rasida Aulia Sari Raudah Ummu Fahda Damanik Saputri, Lilis Simamora, Rustam E. Simanjuntak, Sinta Dameria Siti Maysarah Siti Maysarah Siti Maysarah Sri Ramadhani Yumira Simamora ‘Afifah, Nur