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All Journal Journal of Mathematics Learning Innovation (JMLI) Jurnal Pengembangan Pembelajaran Matematika CONSISTAN : Jurnal Tadris Matematika
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.
Co-Authors Abdussakir Firyal Alya Nabiela Lailah, Azza Nur Muhammad Zamhari Ni'matul Mahbubah Nursirot, Mohammad Arul Sholehuddin