Article Per Year (5 Year)
p-Index From 2021 - 2026
2.795
P-Index
This Author published in this journals
All Journal Jurnal Pendidikan Indonesia Kontinu: Jurnal Penelitian Didaktik Matematika AKSIOMA: Jurnal Program Studi Pendidikan Matematika JPPM (JURNAL PENELITIAN DAN PEMBELAJARAN MATEMATIKA) Jurnal Gantang JURNAL TARBIYAH Premiere Educandum: Jurnal Pendidikan Dasar dan Pembelajaran Teorema: Teori dan Riset Matematika Jurnal Cendekia : Jurnal Pendidikan Matematika Risenologi Jurnal Riset Pembelajaran Matematika Sekolah Griya Journal of Mathematics Education and Application Emasains : Jurnal Edukasi Matematika dan Sains Prosiding Seminar Nasional Pengabdian Kepada Masyarakat Jurnal Riset Pendidikan Matematika Jakarta Journal of Mathematics Instruction, Social Research and Opinion
Makmuri
FMIPA UNIVERSITAS NEGERI JAKARTA
Religion Humanities Chemistry Earth & Planetary Sciences Economics, Econometrics & Finance Education Energy Engineering Environmental Science Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

Published : 23 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 23 Documents
Search

 1   2   3 
Profile Of Critical Thinking Errors Of Junior High School Students Based On Facione's Theory In Solving Problems On SLETV Material Janna Sri Bina Br Barus; Makmuri Makmuri; Vera Maya Santi
JURNAL PENDIDIKAN MATEMATIKA Vol. 10, No. 1: May 2026
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/kontinu.10.1.1-17

Abstract

This study aims to describe the profile of mathematical critical thinking errors among junior high school students, based on the components of Facione's Theory (Interpretation, Analysis, Evaluation, and Inference), in the context of solving Systems of Linear Equations in Two Variables (SLETV) problems. Specifically, this study cross-mapped Facione's cognitive failures with observed procedural errors, analysing them using the Newman Error Analysis framework (Reading, Understanding, Transformation, Process Skills, and Final Answer Writing). This study uses a qualitative method. This study found that students' critical thinking skills were generally low, with 42.05% in the low category. The highest cognitive failure point was located in the Analysis, Evaluation, and Inference domain. Triangulation analysis showed that weaknesses in Facione's Analysis Skills were the leading cause of the high frequency of Newman Transformation Errors, reflecting students' inability to model contextual problems as mathematical models. This study provides a more precise diagnostic basis for designing targeted learning interventions to optimise students' higher-order cognitive skills.Keywords: critical thinking; indicators Facione; procedural errors; SLETV.
Analisis Berpikir Kritis Matematika Siswa Ditinjau dari Perspektif Gender pada Materi Matriks Kelas XI Rizky Budi Prasetyo; Makmuri; Flavia Aurelia Hidajat
Emasains : Jurnal Edukasi Matematika dan Sains Vol. 15 No. 1 (2026): Maret 2026
Publisher : Program Studi Pendidikan Matematika dan Pendidikan Biologi Universitas PGRI Mahadewa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59672/emasains.v15i1.5754

Abstract

Penelitian ini bertujuan untuk mendeskripsikan kemampuan berpikir kritis matematika siswa pada materi matriks berdasarkan perbedaan gender. Jenis penelitian yang digunakan adalah kualitatif deskriptif dengan subjek sebanyak 26 siswa kelas XI SMA Muhammadiyah 18 Jakarta, terdiri atas 18 siswa laki-laki dan 8 siswa perempuan. Instrumen penelitian berupa tes uraian yang disusun berdasarkan empat indikator berpikir kritis menurut Facione, yaitu interpretasi, analisis, evaluasi, dan inferensi. Dari hasil tes, dipilih dua subjek penelitian yang mewakili kategori kemampuan berpikir kritis tinggi, menengah, dan rendah untuk dianalisis lebih mendalam. Hasil penelitian menunjukkan bahwa siswa perempuan memiliki kemampuan berpikir kritis lebih tinggi dibandingkan siswa laki-laki pada semua indikator. Secara umum, siswa dengan kemampuan tinggi mampu memahami masalah, menerapkan strategi atau langkah penyelesaian dengan tepat, dan menarik kesimpulan, sedangkan siswa dengan kemampuan rendah masih mengalami kesulitan sejak tahap interpretasi hingga analisis.
The Effectiveness of Banten Culture-Based Ethnomathematics Teaching Materials for Learning the Pythagorean Theorem Dinar Nirmalasari; Pinta Deniyanti Sampoerno; Makmuri Makmuri; Hepsi Nindiasari; Ade Nandang Mustafa
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.v5i3.1819

Abstract

Mathematics learning requires instructional approaches that enable students to understand abstract concepts through meaningful experiences. Ethnomathematics offers opportunities to connect mathematical ideas with cultural contexts; however, previous studies have largely focused on identifying mathematical concepts in cultural objects, while empirical evidence on the effectiveness of culture-based instructional materials remains limited. This study aimed to examine the effectiveness of Banten culture-based ethnomathematics video instructional materials in learning the Pythagorean Theorem. This study employed a posttest-only quasi-experimental design involving 60 eighth-grade students from a junior high school in Banten, Indonesia. The participants were divided into an experimental group ( ) and a control group ( ), with initial equivalence examined using Mid-Semester Test scores. Data were collected through a validated essay test and analysed using descriptive statistics, assumption tests, and an independent samples t-test. The experimental group achieved a higher mean posttest score (66.98) than the control group (46.11). The difference was statistically significant, , , with a large effect size (Cohen’s d = 0.95). The findings indicate that the developed instructional materials significantly improved students’ learning outcomes compared with conventional textbook-based instruction. However, the study was limited to one school and a relatively small sample. Future studies should involve broader contexts and additional learning variables.
Co-Authors Ade Nandang Mustafa Adi Apriadi Adiansha Ahmad Zaeni Alfian Tri Ananda Amarta Prayuti Ambarwati, Lukita Andika, Windi Dwi Aris Budiyanto Dinar Nirmalasari Dion Aris Simanjuntak Dwi Antari Wijayanti Dwi Rismi Ocy Ellis Salsabila, Ellis Endah Kinarya Palupi Eti Dwi Wiraningsih Fajria Ahmad Difinubun Flavia Aurelia Hidajat, Flavia Aurelia Hepsi Nindiasari I Made Astra Janna Sri Bina Br Barus Lucky Clinton Retify Simanjuntak Mahalul Ilmi Muhamad Syarif Sumantri Mukti Indrawati Mulyono Mulyono Nadiah Dirayati Atikah Nidia Rosita Nirmalasari, Dinar Ocy Dwi Rismi Pinta Deniyanti Sampoerno Pinta Deniyanti Sampoerno Rahma Rosaliana Saraswati Rizky Budi Prasetyo Rizky Pratama Ruri Tria Astika Siti Rohmah Rohimah Sri Sumarni Tesi Anggraini Tessa Hidayati Tian Abdul Aziz Tiara Hamzani Putri Tri Murdiyanto Vera Maya Santi Wardani Rahayu