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All Journal Cakrawala Pendidikan Journal of Education and Learning (EduLearn) Journal on Mathematics Education (JME) Jurnal Infinity Kreano, Jurnal Matematika Kreatif-Inovatif Journal on Mathematics Education (JME) Jurnal Riset Pendidikan Matematika AKSIOMA: Jurnal Program Studi Pendidikan Matematika Jurnal Pendidikan Matematika RAFA JIPM (Jurnal Ilmiah Pendidikan Matematika) Journal of Research and Advances in Mathematics Education Jurnal Gantang Al-Jabar : Jurnal Pendidikan Matematika Math Didactic: Jurnal Pendidikan Matematika APOTEMA : Jurnal Program Studi Pendidikan Matematika JRPM (Jurnal Review Pembelajaran Matematika) Pi: Mathematics Education Journal Jurnal Ilmiah Soulmath : Jurnal Edukasi Pendidikan Matematika International Journal on Emerging Mathematics Education Buana Matematika : Jurnal Ilmiah Matematika dan Pendidikan Matematika Benchmarking: Jurnal Manajemen Pendidikan Islam JURNAL SILOGISME : Kajian Ilmu Matematika dan Pembelajarannya MAJAMATH: Jurnal Matematika dan Pendidikan Matematika Gammath : Jurnal Ilmiah Program Studi Pendidikan Matematika Jurnal Abdimas PHB : Jurnal Pengabdian Masyarakat Progresif Humanis Brainstorming Vygotsky: Jurnal Pendidikan Matematika dan Matematika JPMI (Jurnal Pembelajaran Matematika Inovatif) (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika (JRPIPM) JURNAL AXIOMA : Jurnal Matematika dan Pembelajaran Proximal: Jurnal Penelitian Matematika dan Pendidikan Matematika MATHEMA: JURNAL PENDIDIKAN MATEMATIKA SUPERMAT (JURNAL PENDIDIKAN MATEMATIKA) MATHunesa: Jurnal Ilmiah Matematika JANITA Edukasia: Jurnal Pendidikan dan Pembelajaran Pi: Mathematics Education Journal MATHEdunesa JME (Journal of Mathematics Education) JRAMathEdu (Journal of Research and Advances in Mathematics Education) Jurnal Infinity Jurnal Pendidikan MIPA Journal on Mathematics Education JME (Journal of Mathematics Education)
Dwi Juniati
Universitas Negeri Surabaya
Humanities Automotive Engineering Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Languange, Linguistic, Communication & Media Library & Information Science Mathematics Mechanical Engineering Public Health Social Sciences Other

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Junior High School Students’ Creative Mathematical Reasoning in Solving Geometric Problems Based on Cognitive Style Adelia Damayanti; Dwi Juniati; Ismail Ismail
Jurnal Ilmiah Soulmath : Jurnal Edukasi Pendidikan Matematika Vol 14 No 3 (2026)
Publisher : Universitas Dr. Soetomo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25139/smj.v14i3.12040

Abstract

Abstract Math education requires creative mathematical reasoning, especially in geometry, which requires visualization and spatial knowledge. Cognitive styles can influence these skills. This study examines the creative mathematical reasoning of eighth-grade students in addressing geometric problems, focusing on the influence of field-independent and field-dependent cognitive styles. This is a qualitative descriptive study. Cognitive styles were assessed using the GEFT, and two students exemplifying each cognitive style, with equal mathematics proficiency and gender, were purposively selected. Data were gathered through geometric problem-solving tasks and semi-structured interviews, focusing on three indicators of creative mathematical reasoning: creativity, plausibility, and anchoring. Time triangulation was used to ensure data validity. The findings indicate that both students developed new problem-solving strategies. The field-dependent student tended to argue based on personal preference and illogical links between the representation and the strategy. In contrast, the field-independent student generally argued from the problem's conditions. The field-dependent student applied the concept of area procedurally but lacked a deep understanding of its relationship to the given representation. In contrast, the field-independent student applied it consistently to both the representation and the calculations. This study shows that cognitive styles affect student problem-solving. Therefore, teachers are encouraged to create interactive or technology-based visual learning resources that help field-dependent students transform their visual comprehension into more substantial formal mathematical reasoning. Future research is recommended to apply larger-scale comparative studies to verify these cognitive patterns and explore the scalability of these reasoning models across more diverse demographic and educational backgrounds. Keywords: creative mathematical reasoning; geometric problems; field-dependent; field-independent Abstrak Penalaran matematis kreatif adalah aspek penting dalam pembelajaran matematika, terutama geometri, yang menuntut kemampuan visualisasi dan pemahaman spasial. Keterampilan-keterampilan ini dapat dipengaruhi oleh gaya kognitif. Penelitian ini bertujuan untuk mendeskripsikan penalaran matematis kreatif siswa dengan gaya kognitif field-independent dan field-dependent dalam menyelesaikan masalah geometris. Penelitian ini merupakan penelitian deskriptif kualitatif. Subjek penelitian adalah dua siswa SMP kelas VIII dari masing-masing gaya kognitif yang dipilih berdasarkan hasil tes GEFT, dengan kemampuan matematika yang setara dan memiliki gender yang sama. Data dikumpulkan melalui tugas pemecahan masalah geometri dan wawancara semi-terstruktur, dengan fokus pada tiga indikator: kreativitas, plausibilitas, dan anchoring. Triangulasi waktu digunakan untuk menjamin validitas data. Temuan menunjukkan bahwa kedua siswa menciptakan strategi pemecahan masalah baru. Akan tetapi, siswa field-dependent memberikan argumen berdasarkan keinginan dan tidak masuk akal antara representasi dan pemilihan strategi, sedangkan siswa field-independent memberikan argumen berdasarkan syarat soal. Siswa field-dependent menerapkan konsep luas bangun datar secara prosedural, namun tanpa pemahaman mendalam tentang hubungannya dengan representasi yang diberikan, sementara siswa field-independent menerapkannya secara konsisten dalam representasi dan perhitungan. Temuan ini menekankan pentingnya bagi guru untuk memprioritaskan pemahaman konseptual dalam pembelajaran matematika. Guru disarankan untuk mengembangkan sumber belajar interaktif atau berbasis teknologi yang dapat membantu siswa field-dependent meningkatkan pemahaman visual. Penelitian lebih lanjut disarankan untuk melakukan studi komparatif berskala lebih besar guna mengeksplorasi skalabilitas penalaran matematis kreatif di kalangan kelompok demografis dan latar belakang pendidikan yang lebih beragam. Kata Kunci: field-dependet; field-independent; masalah geometris; penalaran matematis kreatif
Critical Thinking of Senior High School Students in Solving Mathematical Problems Reviewed from Adversity Quotient and Gender Nur Aulia Jadidah; Dwi Juniati; Siti Khabibah
MATHEdunesa Vol. 16 No. 1 (2027): Jurnal Mathedunesa Volume 16 Nomor 1 Tahun 2027
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v16n1.p1-21

Abstract

Critical thinking is one of the important 21st century skills to be developed in mathematics learning because it helps students analyse information, evaluate arguments, and make logical decisions. Factors that influence students' critical thinking include adversity quotient and gender. This study aims to describe high school students' critical thinking in solving mathematical problems in terms of adversity quotient (AQ) and gender. This study uses a qualitative approach with a descriptive research type. The research subjects consisted of four Year 10 students at MAN 7 Jombang who were selected based on their adversity quotient category (climber and quitter) and gender (masculine males and feminine females) with equivalent mathematical abilities. Data collection was carried out through problem-solving assignments and interviews. The data were analysed using the Miles and Huberman model, which includes data reduction, data presentation, and conclusion drawing, and were validated through time triangulation. The criteria for critical thinking were analysed using the six FRISCO elements from Ennis, which include: Focus, Reason, Inference, Situation, Clarity, and Overview. The problem-solving process was analysed based on Polya's four steps, namely understanding the problem, planning the solution, implementing the solution plan, and reviewing. The type of mathematical problem used was Problem to Find. The results indicate that students with a climber type of Adversity Quotient (AQ), both male and female, demonstrate more consistent and well-developed critical thinking throughout all stages of mathematical problem solving, including understanding the problem, planning the solution, carrying out the solution, and reviewing the results. These students are able to provide logical reasoning, connect given information with prior knowledge, and review their solutions more thoroughly than students with a quitter type of AQ. In contrast, students with a quitter type of AQ tend to show inconsistency in problem-solving processes, make calculation or substitution errors, and rarely evaluate alternative or more efficient solution strategies. In terms of gender, differences in students’ critical thinking are not substantial; however, female students tend to be more meticulous in documenting procedures and reviewing results, while male students tend to show stronger strategic reasoning
Studi Literatur Proses Metakognisi dalam Pemecahan Masalah Matematika Dedi Rahman Siolimbona; Dwi Juniati; Siti Khabibah
Jurnal Ilmiah Soulmath : Jurnal Edukasi Pendidikan Matematika Vol 11 No 1 (2023)
Publisher : Universitas Dr. Soetomo

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (245.186 KB) | DOI: 10.25139/smj.v11i1.5618

Abstract

Abstract This article aims to describe mathematical problem-solving and its relation to the process of metacognition. This study focuses on mathematical problem-solving activities which are an important aspect of learning, especially learning mathematics. The analysis and theoretical description of the importance of the process of metacognition in solving mathematical problems are presented with two main thoughts. Namely, exposure to mathematical problem-solving activities that are closely related to one's metacognition processes and how metacognition processes take on their role to improve problem-solving skills in learning mathematics. The method used in this study is a literature study. Data collection is done by examining, reading, and drawing conclusions from various sources. The source used is in the form of articles that have been published at least sinta 4 as many as 20 articles. The conclusion from this article is those mathematical problem-solving activities are activities that require optimizing students' metacognition processes. In this case, mathematical problem-solving activities must enable students to be able to optimize declarative, procedural, and conditional knowledge through planning, monitoring, and evaluating students' cognitive processes. Keywords: the process of metacognition, learning mathematics, solving mathematical problems Abstrak Artikel ini bertujuan untuk mendeskripsikan pemecahan masalah matematika dan keterkaitannya dengan proses metakognisi. Penelitian ini menitikberatkan pada kegiatan pemecahan masalah matematika yang merupakan salah satu aspek penting dalam pembelajaran, khususnya pembelajaran matematika. Analisis dan penggambaran teoretis tentang pentingnya proses metakognisi dalam pemecahan masalah matematika disajikan dengan dua pemikiran utama. Yakni, pemaparan mengenai kegiatan pemecahan masalah matematika yang erat kaitannya dengan proses metakognisi seseorang dan bagaimana proses metakognisi mengambil perannya untuk meningkatkan keterampilan pemecahan masalah dalam pembelajaran matematika. Metode yang digunakan dalam penelitian ini adalah studi literatur. Pengumpulan data dilakukan dengan menelaah, membaca dan menarik kesimpulan dari berbagai sumber. Sumber yang digunakan berupa artikel-artikel yang telah di terbit pada jurnal terakreditasi minimal sinta 4 sebanyak 20 artikel. Kesimpulan dari artikel ini adalah kegiatan pemecahan masalah matematika adalah kegiatan yang memerlukan pengaoptimalisian proses metakognisi peserta didik. Dalam hal ini, kegiatan pemecahan masalah matematika harus memungkinkan peserta didik agar dapat melakukan pengoptimalan terhadap pengetahuan declaratif, prosedural, dan kondisional melalui perencanaan, pemantauan, dan evaluasi proses kognisi peserta didik. Kata kunci: proses metakognisi, pembelajaran matematika, pemecahan masalah matematika
Penalaran Kovariasional Siswa SMA dalam Menyelesaikan Masalah Kovariasi Ditinjau dari Gaya Kognitif Nurhadijah; Dwi Juniati; Budi Rahadjeng
Jurnal Ilmiah Soulmath : Jurnal Edukasi Pendidikan Matematika Vol 11 No 2 (2023)
Publisher : Universitas Dr. Soetomo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25139/smj.v11i2.6239

Abstract

Abstract Covariational reasoning is related to the problem of the relationship between two variables which includes visual skills in constructing graphs. The purpose of this research is to describe the covariational reasoning of high school students with field-dependent and field-independent cognitive styles in solving covariation problems. This type of research is qualitative research. Subjects in this study were 1 student with a field-dependent cognitive style and 1 student with a field-independent cognitive style by controlling for gender equality and mathematical ability. The main instrument (researchers themselves) and supporting instruments in the form of the GEFT test, TKM (mathematical ability test), TK (covariation test), and interview guidelines were the instruments used in this study. The results showed that students with field-dependent and field-independent cognitive styles were able to identify the variables involved in the covariation problem and construct the relationship between the two variables that had been identified. The pattern of variation is determined by adjusting the magnitude of the variable variation and dividing the bottle into several parts to compose the variation pattern. Construct the relationship between the two variables by constructing a graph of the known variables and drawing a graph of the pattern of changes in the relationship between the two variables. Keywords: Covariational Reasoning, High School Student, Cognitive Style, Covariation Problems Abstrak Penalaran kovariasional memiliki keterkaitan dengan masalah hubungan antara dua variabel yang mencakup keterampilan visual dalam mengkonstruksi grafik. Tujuan dari penelitian ini untuk mendeskripsikan penalaran kovariasional siswa SMA dengan gaya kognitif field-dependent dan field-independent dalam menyelesaikan masalah kovariasi. Jenis penelitian ini adalah penelitian kualitatif. Subjek dalam penelitian ini adalah 1 siswa dengan gaya kognitif field-dependent dan 1 siswa dengan gaya kognitif field-independent dengan mengontrol kesetaraan gender dan kemampuan matematika. Instrumen utama (peneliti sendiri) dan instrumen pendukung berupa tes GEFT, TKM (tes kemampuan matematika), TK (tes kovariasi), dan pedoman wawancara merupakan instrumen yang digunakan dalam penelitian ini. Hasil penelitian menunjukkan bahwa siswa dengan gaya kognitif field-dependent dan field-independent mampu mengidentifikasi variabel-variabel yang terlibat dalam masalah kovariasi dan mengkonstruksi hubungan antara kedua variabel yang telah diidentifikasi. Pola variasi ditentukan dengan menyesuaikan besarnya variasi variabel dan membagi botol menjadi beberapa bagian untuk menyusun pola variasi. Mengkonstruksi hubungan antara dua variabel dengan membangun grafik terhadap variabel-variabel yang diketahui dan menggambar grafik pola perubahan hubungan antara dua variabel. Kata kunci: Penalaran Kovariasional, Siswa SMA, Gaya Kognitif, Masalah Kovariasi
Analisis Tahap Berpikir Geometri Siswa SMA Menurut Tahap Berpikir Van Hiele Dedi Siolimbona; Dwi Juniati
Jurnal Ilmiah Soulmath : Jurnal Edukasi Pendidikan Matematika Vol 11 No 2 (2023)
Publisher : Universitas Dr. Soetomo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25139/smj.v11i2.6424

Abstract

This type’s of research is a descriptive studies with a qualitative approach that aims to describe the stages of geometric thinking in senior high school students according to Van Hiele's theory. The subjects in this study were students of class X-MIA SMA Plus Darma Siswa consisting of 3 people, namely 1 student with high ability, 1 student with moderate ability and 1 student with low ability. The instrument in this study was the researcher herself as the main instrument guided by valid and reliable geometry ability tests and interview guidelines. The research process follows the stages of: (a) formulating indicators of geometric thinking stages according to Van Hiele's theory based on relevant theory and research, (b) formulating valid and reliable supporting instruments (Van Hiele geometry tests and interview guidelines), (c) conducting collecting data to uncover students' geometric thinking stages on quadrilateral properties, (d) analyzing data on students' thinking stages according to Van Hiele's theory (e) discussing the results of the analysis, (f) making conclusions about the research results. The results showed: (a) KT subjects were at stage 4 (formal deduction) (b) KS subjects were at stage 3 (informal deduction), while (c) KR subjects were at stage 1 (visual).
Pengembangan Perangkat Pembelajaran Berbasis Masalah Dengan Bantuan Geogebra Pada Materi Lingkaran Kelas VI SD Almaratul Azizah; Dwi Juniati; A'yunin Sofro
Jurnal Ilmiah Soulmath : Jurnal Edukasi Pendidikan Matematika Vol 12 No 1 (2024)
Publisher : Universitas Dr. Soetomo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25139/smj.v12i1.7303

Abstract

Abstract Teachers can teach students about circle material by implementing problem-based learning using learning tools because it can make solving mathematical problems easier for students. The tools developed are Learning Implementation Plans (RPP), Student Worksheets (LKS), and Learning Outcome Tests (THB) which can be used by teachers in teaching material to a circle of students. This device is applied in learning activities to determine differences in learning outcomes before and after using the learning device. This research is development research with the research subjects namely class VI students. The instruments of this research are tests, response questionnaires, validation sheets, and observation sheets. The data analysis methods used to develop the tools uses analysis of assessing the validity of learning tools, data analysis of the teachers’ ability to manage learning, analysis of student activity data, analysis of student response questionnaire data and analysis THB data analysis. Meanwhile, to see differences in learning outcomes, use the t-test. The results of this research show that problem-based learning tools with the help of GeoGebra in circle material meet the criteria of being valid, practical, and effective. The results of the paired sample t-test using R-studio stated that there were differences in student learning outcomes before and after implementing the problem-based learning model with the help of GeoGebra in circle material. Keywords: GeoGebra, Learning Media, Problem Based Learning. Abstrak Guru dapat mengajarkan siswa tentang materi lingkaran dengan menerapkan pembelajaran berbasis masalah menggunakan perangkat pembelajaran karena dapat memudahkan penyelesaian masalah matematika bagi siswa. Perangkat yang dikembangkan berupa Rencana Pelaksanaan Pembelajaran (RPP), Lembar Kerja Siswa (LKS), dan Tes Hasil Belajar (THB) yang dapat digunakan guru dalam mengajarkan materi lingkaran kepada siswa. Perangkat tersebut diterapkan dalam kegiatan pembelajaran untuk mengetahui perbedaan hasil belajar sebelum dan setelah menggunakan perangkat pembelajaran. Penelitian ini merupakan penelitian pengembangan dengan subjek penelitian yaitu siswa kelas VI. Instrumen penelitian ini adalah tes, angket respon, lembar validasi, dan lembar observasi. Metode analisis data yang digunakan untuk mengembangkan perangkat menggunakan analisis penilaian validitas perangkat pembelajaran, analisis data kemampuan guru mengelola pembelajaran, analisis data aktivitas siswa, analisis data angket respon siswa dan analisis data THB. Sedangkan untuk melihat perbedaan hasil belajar menggunakan uji-t. Hasil penelitian ini menunjukkan bahwa perangkat pembelajaran berbasis masalah dengan bantuan GeoGebra pada materi lingkaran memenuhi kriteria valid, praktis dan efektif. Adapun hasil uji paired sample t-test menggunakan R-studio menyatakan bahwa terdapat perbedaan hasil belajar siswa sebelum dan sesudah menerapkan model pembelajaran berbasis masalah dengan bantuan GeoGebra pada materi lingkaran. Kata Kunci: GeoGebra, Perangkat Pembelajaran, Pembelajaran Berbasis Masalah.
Studi Literatur: Berpikir Kreatif dalam Pemecahan Masalah Matematika Windi Setiawan; Dwi Juniati; Siti Khabibah
Jurnal Ilmiah Soulmath : Jurnal Edukasi Pendidikan Matematika Vol 12 No 1 (2024)
Publisher : Universitas Dr. Soetomo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25139/smj.v12i1.7548

Abstract

Abstract Problem-solving is the mental activity of each individual to find solutions to their problems. Problem-solving has become the heart of mathematics. Through problem-solving, students are required to think about the appropriate steps in obtaining a solution. One type of thinking is creative thinking. Creative thinking is the mental activity of each individual in solving problems by producing various kinds of new solutions. Creative thinking is an important part of problem-solving because it requires students to look at problems from different points of view. This article is the result of a literature study by reviewing several scientific articles published in accredited national journals. The article is studied in more depth, analyzed, and concluded. The results of this research show that creative thinking exists in solving mathematical problems. Through problem-solving activities, students can be trained to think creatively to be used to face challenges in future life. Keywords: thinking, creative thinking, problem solving Abstrak Pemecahan masalah adalah aktivitas mental setiap individu guna menemukan solusi pada masalah yang dihadapi. Pemecahan masalah telah menjadi jantungnya matematika. Melalui pemecahan masalah, siswa dituntut untuk berpikir tentang langkah-langkah yang tepat dalam memperoleh solusinya. Salah satu jenis berpikir adalah berpikir kreatif. Berpikir kreatif adalah aktivitas mental setiap individu dalam memecahkan masalah dengan menghasilkan berbagai macam solusi baru. Berpikir kreatif menjadi bagian penting dalam pemecahan masalah karena menuntut siswa untuk memandang persoalan berdasarkan sudut pandang yang berbeda. Artikel ini merupakan hasil studi literatur dengan mengkaji beberapa artikel ilmiah yang telah terpublikasi pada jurnal nasional terakreditasi. Artikel tersebut dikaji lebih mendalam, dianalisis, dan disimpulkan. Hasil dari penelitian ini menunjukkan bahwa berpikir kreatif ada dalam pemecahan masalah matematika. Melalui kegiatan pemecahan masalah siswa dapat dilatih untuk berpikir kreatif sehingga nantinya dapat digunakan dalam menghadapi tantangan di kehidupan yang akan datang. Kata Kunci: berpikir, berpikir kreatif, pemecahan masalah
Studi Literatur: Computational Thinking Dalam Penyelesaian Soal Cerita Rachmat Hidayat; Dwi Juniati; Siti Khabibah
Jurnal Ilmiah Soulmath : Jurnal Edukasi Pendidikan Matematika Vol 12 No 1 (2024)
Publisher : Universitas Dr. Soetomo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25139/smj.v12i1.7557

Abstract

Artikel ini bertujuan untuk mendeskripsikan penyelesaian soal cerita matematika dengan menggunakan Computational Thinking (CT). Penelitian ini berfokus pada kegiatan penyelesaian soal cerita matematika yang merupakan salah satu aspek penting yang muncul dalam soal-soal PISA, khususnya soal yang menguji literasi matematika. Analisis dan deskripsi teoretis tentang bagaimana proses CT dalam penyelesaian soal cerita matematika disajikan dengan gagasan utama yakni, computational thinking dapat dipandang sebagai pendekatan dalam penyelesaian masalah matematika. Dan karena untuk menyelesaikan soal cerita matematika membutuhkan kemampuan penyelesaian masalah matematika, maka CT dapat digunakan sebagai pendekatan penyelesaian soal cerita matematika. Penelitian ini menggunakan metode studi literatur, di mana data diperoleh melalui telaah, pembacaan, dan sintesis informasi dari beragam sumber. Sebanyak 19 artikel yang digunakan sebagai referensi berasal dari jurnal terakreditasi dengan minimal peringkat SINTA 4. Kesimpulan dari artikel ini adalah bahwa CT sebagai sebuah pendekatan dalam penyelesaian masalah matematika memiliki langkah-langkah yang sesuai dengan penyelesaian soal cerita matematika yang banyak dikemukakan oleh beberapa ahli sebelumnya. Langkah decomposition dan pattern recognition sesuai dengan langkah memahami, Abstraction sesuai dengan Perencanaan, algorithm design sesuai dengan menyelesaikan persamaan matematika, optimization and iteration sesuai dengan mengecek ulang solusi
Proses Berpikir Analitik Dalam Memecahkan Masalah Matematika Berdasarkan Komponen Metakognisi Nandita Ayunengdyah; Dwi Juniati; Siti Khabibah
Jurnal Ilmiah Soulmath : Jurnal Edukasi Pendidikan Matematika Vol 12 No 1 (2024)
Publisher : Universitas Dr. Soetomo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25139/smj.v12i1.7558

Abstract

Abstract This research aims to describe 1) the analytical thinking process of students with a high metacognition component in solving mathematical problems and 2) the analytical thinking process of students with a low metacognition component in solving mathematical problems. This research is qualitative. Data was collected using tests, questionnaires, and interview methods. The subjects of this research were two 8th-grade junior high school students selected based on high metacognition and low metacognition components. The research instruments are a pre-questionnaire test, a metacognition component questionnaire, a problem-solving test, and an interview guide. The results of the research show that students' analytical thinking processes have a high metacognitive component in solving mathematical problems, which can be seen from how students use information, link their knowledge to make mathematical models and carry out mathematical calculations, plan strategies and apply problem-solving strategies and carry out evaluations. Meanwhile, the analytical thinking process of students with low metacognition components in solving mathematical problems can be seen from how students use their knowledge to create mathematical models, plan problem-solving strategies, apply them, and conduct evaluations. However, there are errors in the process of planning strategies, implementing strategies, and carrying out evaluations. Keywords: Analytical Thinking Process; Problem-Solving; Metacognition Component. Abstrak penelitian ini bertujuan untuk mendeskripsikan 1) Proses berpikir analitik siswa berkomponen metakognisi tinggi dalam memecahkan masalah matematika, 2) Proses berpikir analitik siswa berkomponen metakognisi rendah dalam memecahkan masalah matematika. Penelitian ini merupakan penelitian kualitatif. Pengumpulan data dilakukan menggunakan metode tes, metode angket, dan metode wawancara. Subjek dari penelitian ini adalah dua siswa kelas 8 SMP yang dipilih berdasarkan komponen metakognisi tinggi dan komponen metakognisi rendah. Instrumen penelitian pada penelitian ini yaitu tes pra angket, angket komponen metakognisi, tes pemecahan masalah, dan pedoman wawancara. Proses berpikir analitik siswa dengan komponen metakognisi tinggi dalam memecahkan masalah matematika terlihat dari bagaimana siswa menggunakan informasi, mengaitkan pengetahuan yang dimiliki untuk dijadikan model matematika dan melakukan perhitungan matematis, merencanakan strategi serta menerapkan strategi pemecahan masalah dan melakukan evaluasi. Sedangkan proses berpikir analitik siswa dengan komponen metakognisi rendah terlihat dari bagaimana siswa dalam menggunakan pengetahuannya untuk membuat model matematis, merencanakan strategi pemecahan masalah dan menerapkannya serta melakukan evaluasi, namun terdapat kesalahan dalam proses merencanakan strategin, menerapkan strategi, dan melakukan evaluasi. Kata Kunci: Proses Berpikir Analitik; Pemecahan Masalah; Komponen Metakognisi.
Komunikasi Matematis Siswa SMP dalam Menyelesaikan Masalah Teorema Pythagoras Ditinjau dari Gender Tasya Florensia; Dwi Juniati; Siti Khabibah
Jurnal Ilmiah Soulmath : Jurnal Edukasi Pendidikan Matematika Vol 13 No 2 (2025)
Publisher : Universitas Dr. Soetomo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25139/smj.v13i2.10700

Abstract

Abstract Written mathematical communication is important in learning mathematics because it helps students convey ideas systematically and revise solutions more easily. In problem solving, mathematical communication serves to understand, design, and communicate strategies in writing. One of the factors that influences mathematical communication is gender, which shapes students' thinking, communication patterns, and problem-solving strategies. This study aims to describe junior high school students' mathematical communication in solving Pythagorean Theorem problems in terms of gender. This study used a qualitative descriptive design, involving two students who were purposively selected and identified through the Bem Sex Role Inventory as students with dominant feminine or masculine characteristics. The results show that both students demonstrated mathematical communication in understanding the problem, planning the solution, and implementing the solution. (1) The male student illustrated and wrote down accurate but incomplete information. He planned the solution by illustrating and writing down the steps and formulas accurately and fluently but incompletely. Illustrations, calculation processes, and conclusions were expressed accurately and fluently, but were incomplete. (2) The female student wrote down information and a solution plan accurately and fluently, but they were incomplete. She expressed the calculation process accurately and fluently, but it was incomplete; while the conclusion was accurate, complete, and fluent. Keywords: gender; student mathematical communication; problems; pythagorean theorem Abstrak Komunikasi matematis tulisan penting dalam pembelajaran matematika karena membantu siswa menyampaikan ide secara sistematis dan merevisi solusi dengan lebih mudah. Dalam penyelesaian masalah, komunikasi matematis berfungsi untuk memahami, merancang, dan mengkomunikasikan strategi secara tertulis. Salah satu faktor yang mempengaruhi komunikasi matematis adalah gender, yang turut membentuk cara berpikir, pola komunikasi, dan strategi penyelesaian masalah siswa. Penelitian ini bertujuan untuk mendeskripsikan komunikasi matematis siswa SMP dalam menyelesaikan masalah Teorema Pythagoras ditinjau dari gender. Penelitian ini menggunakan desain deskriptif kualitatif, dengan melibatkan dua siswa yang dipilih secara purposif dan diidentifikasi melalui Bem Sex Role Inventory sebagai siswa dengan ciri feminin atau maskulin dominan. Hasil menunjukkan bahwa kedua siswa menampilkan komunikasi matematis pada langkah memahami masalah, merencanakan penyelesaian, dan melaksanakan penyelesaian. (1) Siswa laki-laki mengilustrasikan dan menuliskan informasi akurat namun kurang lengkap. Merencanakan penyelesaian dengan mengilustrasikan dan menuliskan langkah-langkah dan rumus dengan akurat dan lancar namun kurang lengkap. Ilustrasi, proses perhitungan, dan kesimpulan diungkapkan dengan akurat dan lancar, namun kurang lengkap. (2) Siswa perempuan menuliskan informasi dan rencana penyelesaian akurat dan lancar, namun kurang lengkap. Mengungkapkan proses perhitungan dengan akurat dan lancar, namun kurang lengkap, sedangkan kesimpulan sudah akurat, lengkap, dan lancar. Kata Kunci: gender; komunikasi matematis siswa; masalah; teorema pythagoras
Co-Authors Achmad Fachruddin Achmad Fachruddin Ade Irfan Adelia Damayanti AGUNG LUKITO Agung Lukito Agung Lukito Aini, Rahmawati Nur Almaratul Azizah Aminuyati Anarato, Elsiani Ardianto Pandapotan Siregar, Ardianto Pandapotan Astrie Pratiwi Damayanti Atik Wintarti Atik Wintarti A’yunin Sofro Budi Priyo Prawoto BUDI RAHADJENG Cut Khairunnisak Dede de Haan Dedi Rahman Siolimbona Dedi Siolimbona Deka Anjariyah Devina Venezia Ariani Dewi Sukriah Dewi Sukriyah, Dewi Dhany Fachrudin, Achmad Dimas Duzazagi Akbar Dwi Ivayana Sari, Dwi Ivayana Elisabet Ayunika Permata Sari Elly Anjarsari enny listiawati, enny Evangelista Lus Windyana Palupi Evi Novita Wulandari Farman Farman Farman, Farman Feby Febriyanti Puji Lestari Filda Maria Chiftia Firdiana, Winda Firzya Febriyan Ika Arvianita Florida Moza, Florida Gabariela Purnama Ningsi Hongki Julie I Ketut Budayasa I Wayan Puja Astawa Ikha Yuliati Ismail, Ismail Janet Trineke Manoy Kusumaningtyas, Septhiana Indra Lukito, Agung Lukman Jakfar Shodiq Lutfiah, Farah Conita M. J. Dewiyani Sunarto Maulana, Dimas Avian Mega Fatimah Rosana Mochammad Sofyan Sauri Muhtarom muhtarom Nandita Ayunengdyah Naufal Ishartono NIHAYATUS SAADAH Nikmarocha Ningsi, Gabariela Purnama Nur Aulia Jadidah Nur Muawaliana Nurhadijah Pradnyo Wijayanti Rachmat Hidayat RADEN SULAIMAN Rahman, Fatchiyah Rahmatika, Ismi Rahmawati Nur Aini Rahmawati, Anis Wahyu Reni Rachmawati Reni Rachmawati Reny Wahyuni Rohmania, Ainnur Roisatun Nisa Rooselyna Ekawati RUDIANTO ARTIONO, RUDIANTO S, Adnan Santoso, Hajar Ahmad Septhiana Indra Kusumaningtyas, Septhiana Indra SETYONINGSIH, ANIS Siti Khabibah Siti Khabibah Siti Maghfirotun Amin Sitti Maesuri Patahudin Soffil Widadah Soffil Widadah, Soffil St. Suwarsono Stefany Margaretha Hutauruk suhendar, uki Suliani, Mega Sumaji Susanah Tasya Florensia Tatag Yuli Eko Siswono Tina Rosyana Usman, Ulfiani Usmiyatun Widayanti, Evi Windi Setiawan Wulandari, Evi Novita Yunianti, Dwi Nur