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All Journal Journal of Mathematics Learning Innovation (JMLI) Jurnal Pengembangan Pembelajaran Matematika CONSISTAN : Jurnal Tadris Matematika Jurnal Pendidikan Matematika Universitas Lampung
Ulfa Masamah
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Education Mathematics

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Level penalaran aljabar siswa dalam menyelesaikan soal model PISA ditinjau dari gaya kognitif Witkin Nursirot, Mohammad Arul Sholehuddin; Ulfa Masamah; Abdussakir
Jurnal Pengembangan Pembelajaran Matematika (JPPM) Vol. 7 No. 1 (2025): Jurnal Pengembangan Pembelajaran Matematika: Volume 7 Nomor 1 February 2025
Publisher : Pusat Studi Pengembangan Pembelajaran Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jppm.2025.71.14-29

Abstract

Algebraic reasoning is the process of generalizing mathematical ideas through logical reasoning, involving patterns, variable relationships, and the analysis of abstract structures to construct valid mathematical arguments. This qualitative research aims to examine the levels of students' algebraic reasoning in solving PISA model problems in terms of Witkin's cognitive styles. The research subjects were six eighth-grade students from MTsN Kota Batu. Data were collected through written tests, think-aloud protocols, task-based interviews, and documentation. Data analysis was conducted using the constant comparative method, encompassing the stages of reduction, categorization, synthesis, and the development of substantive theory. The results showed that students with a field-dependent cognitive style could identify patterns and regularities but struggled to design variables and formulate equations as part of the generalization process, resulting in their algebraic reasoning being classified at level 1. In contrast, students with a field-independent cognitive style were able to perform mathematical symbolization, generalize, and formulate equations, but were inconsistent in defining variables and did not utilize the derived formulas to solve problems, placing their algebraic reasoning at level 2. These findings indicate that differences in students' cognitive styles influence their abilities to comprehend, formulate, and apply algebraic reasoning concepts, including selecting appropriate problem-solving strategies and maintaining consistency in mathematical generalizations.
Kemampuan Berpikir Reversible Siswa Kelas VIII dalam Menyelesaikan Soal Materi Penyajian Data Firyal Alya Nabiela; Ulfa Masamah
CONSISTAN (Jurnal Tadris Matematika) Vol 3 No 02 (2025): Consistan : Jurnal Tadris Matematika
Publisher : Program Studi Tadris Matematika Fakultas Tarbiyah Institut Agama Islam Al-Qolam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35897/consistan.v3i02.2252

Abstract

This study aims to describe the reversible thinking ability of eighth-grade students in solving data presentation problems. Using a qualitative case study approach, the research involved two eighth-grade students from MTsN 2 Sumenep. Data were collected through a reversible thinking test and interviews and validated using method triangulation. Data analysis followed the data reduction, data presentation, and conclusion drawing. The results revealed that students’ reversible thinking consists of three aspects: forward reasoning, reciprocity reasoning, and negation reasoning. Students with high reversible thinking ability could trace two-way relationships between data and representations, while others still faced difficulties connecting numerical data with visual forms and reviewing their solutions logically. These findings suggest that reversible thinking involves not only procedural skills but also conceptual reflection on the relationship between data and results. Mathematics learning should therefore foster reflective and two-way thinking through activities using multiple representations.
KESULITAN ANAK BERKEBUTUHAN KHUSUS TUNAGRAHITA DALAM MENYELESAIKAN OPERASI BILANGAN DENGAN PEMBERIAN SCAFFOLDING BERBANTUAN PUZZLE: Kesulitan Anak Berkebutuhan Khusus Tunagrahita Dalam Menyelesaikan Operasi Bilangan Dengan Pemberian Scaffolding Berbantuan Puzzle Lailah, Azza Nur; Ni'matul Mahbubah; Ulfa Masamah
Journal of Mathematics Learning Innovation Vol. 5 No. 1 (2026): Journal of Mathematics Learning Innovation
Publisher : Department of Mathematics Education, Faculty of Tarbiyah, Institut Agama Islam Negeri Parepare

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Children with intellectual disabilities often have difficulty understanding numerical concepts and performing arithmetic operations, which remains a common problem in mathematics education in special schools. This study aims to describe these difficulties and the changes in children's abilities after being given puzzle-assisted scaffolding. The study used a qualitative approach with a Single Subject Research (A–B–A) design, which included an initial baseline phase (A1), an intervention phase (B), and a second baseline phase (A2). The research subject was a child with moderate intellectual disability who still experienced difficulties in recognizing numbers and completing simple arithmetic operations. Data were collected through observation, interviews, and documentation, then analyzed qualitatively through data reduction, data presentation, and conclusion drawing. The results showed that in phase A1, the child experienced difficulties in recognizing two-digit numbers, understanding operation symbols, and calculating independently. In phase B, scaffolding and puzzles helped improve children's understanding and accuracy in completing number operations. In phase A2, some of the acquired skills remained even without assistance, although they were not yet fully stable. This study concluded that puzzle-assisted scaffolding had a positive impact on the understanding of number operations in children with intellectual disabilities, but continuous practice was still needed to achieve consistency in skills.
Difference in Mathematical Creative Thinking Ability Students of MTs Negeri 7 Malang Reviewed by Gender Muhammad Iqbal Rifqy; Ulfa Masamah
Jurnal Pendidikan Matematika Universitas Lampung Vol. 12 No. 4: Jurnal Pendidikan Matematika Universitas Lampung (Desember 2024-Januari 2025)
Publisher : Faculty of Teacher Training and Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/mtk/v12i4.pp236-251

Abstract

Creative thinking skills are crucial in modern education, driven by innovation demands and complex challenges, influenced by internal factors like motivation and emotional intelligence, and external factors like environment and gender. The fact shows that female students have a higher level of mathematical creative thinking than male students, both in the learning process and learning outcomes. This study aims to analyze the differences in mathematical creative thinking ability of MTs Negeri 7 Malang students in terms of gender perspective. Creative thinking ability consists of several aspects, namely fluency, flexibility, originality, and elaboration. This research used a qualitative approach with a case study type, involving four students who were selected using purposive sampling technique based on teacher criteria. Data were collected through written tests and interviews to explore mathematical creative thinking skills. The results showed that female students were more detailed in answering questions, more flexible in adopting alternative approaches, and more thorough and systematic in developing answers. Male students tended to show stronger originality skills with unique answers based on personal logic. These findings suggest the importance of a more inclusive and effective learning approach that considers gender differences in creative thinking.
Kemampuan Pemecahan Masalah Matematika Terintegrasi Islam Siswa Diskalkulia Berdasar Teori Polya Nanda Dila Zahrotul Khumainah; Ulfa Masamah
Jurnal Pendidikan Matematika Universitas Lampung Vol. 12 No. 4: Jurnal Pendidikan Matematika Universitas Lampung (Desember 2024-Januari 2025)
Publisher : Faculty of Teacher Training and Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/mtk/v12i4.pp266-278

Abstract

Students with dyscalculia often face difficulties in solving mathematical problems, thus requiring an analysis of their problem-solving abilities to understand the barriers at each stage of the problem-solving process. This study aims to analyze the problem-solving abilities of students with dyscalculia in solving Islamic integration problems, based on Polya's theory, which includes four stages: understanding the problem, planning a solution, carrying out the plan, and checking the results. This study uses a case study method with a qualitative approach and was conducted at a Madrasah Tsanawiyah in Pasuruan Regency. The subjects of the study were two students with dyscalculia, NS and FA, analyzed through tests, interviews, and documentation. The results show that at the stage of understanding the problem, FA was able to identify relevant information, while NS struggled to recognize the information provided in the Islamic integration problems. Both also had difficulty in planning, identifying strategies, and proposing alternative solutions due to limited number sense. At the implementation stage, both often made calculation and procedural errors. The checking results stage was almost not performed due to difficulty in connecting the final results with the context of the problem. These findings emphasize the importance of developing more specific learning strategies for students with dyscalculia in solving Islamic integration problems, such as visual-based approaches, scaffolding, and more intensive guidance.
Co-Authors Abdussakir Firyal Alya Nabiela Lailah, Azza Nur Muhammad Iqbal Rifqy Muhammad Zamhari Nanda Dila Zahrotul Khumainah Ni'matul Mahbubah Nursirot, Mohammad Arul Sholehuddin