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All Journal Paradikma: Jurnal Pendidikan Matematika Journal on Mathematics Education (JME) Jurnal Tematik AKSIOMA: Jurnal Program Studi Pendidikan Matematika SCHOOL EDUCATION JOURNAL PGSD FIP UNIMED Jurnal Daya Matematis JPPM (JURNAL PENELITIAN DAN PEMBELAJARAN MATEMATIKA) Pedagogik Journal of Islamic Elementary School AXIOM : Jurnal Pendidikan dan Matematika Jurnal Cendekia : Jurnal Pendidikan Matematika FORUM PAEDAGOGIK Journal of Education and Teaching Learning Edu Cendikia: Jurnal Ilmiah Kependidikan Tsaqila Jurnal Pendidikan dan Teknologi JS (Jurnal Sekolah) Inovasi Kurikulum
Edy Surya
Universitas Negeri Medan
Religion Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Investigation of students' mathematical mindset in solving mathematical literacy problems Nailul Himmi; Dian Armanto; Izwita Dewi; Edy Surya; Edi Syahputra
AXIOM : Jurnal Pendidikan dan Matematika Vol 13, No 2 (2024)
Publisher : State Islamic University of North Sumatra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30821/axiom.v13i2.20440

Abstract

Mathematical literacy is a crucial competency for university students, yet research indicates that many students struggle to apply it effectively. This study aims to analyze students' mathematical mindsets in addressing mathematical literacy challenges and their implications for mathematics education in higher education. The research employs a descriptive qualitative design, involving three second-semester students selected through purposive sampling. Data collection methods include observation, in-depth interviews, and analysis of mathematical literacy tests, focusing on indicators such as the ability to formulate mathematical situations, apply mathematical concepts and procedures, and interpret mathematical results. Data analysis was conducted through several stages: data reduction, data presentation, drawing conclusions, identifying students' mindsets in solving mathematical problems, and source triangulation. The findings reveal that students' mathematical thinking is influenced by cognitive development, cognitive style, and problem-solving strategies. While some students successfully solve mathematical literacy problems, they still make errors in several concepts and often exhibit carelessness in reading the questions. This research has significant implications for mathematics education in higher education, including the need to emphasize conceptual understanding, balance procedures, and concepts, and utilize visual representations. The development of teaching materials and mathematical literacy questions should be designed to accommodate diverse student mindsets and be grounded in realistic contexts.
Pengembangan Media Interaktif Canva Berbasis PBL untuk Meningkatkan Kemampuan Literasi Numerasi Matematis Siswa SMP: Development of PBL-Based Interactive Canva Media to Enhance Mathematical Numeracy Literacy Skills of Junior High School Students Popy Sigalingging; Dian Armanto; Edy Surya
Edu Cendikia: Jurnal Ilmiah Kependidikan Vol. 6 No. 02 (2026): Research Articles, August 2026
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/educendikia.v6i02.8523

Abstract

Mathematical numeracy literacy is an essential competency for students; however, assessment results and preliminary research indicate that the numeracy literacy skills of students at SMP Negeri 2 Kualuh Selatan remain very low. This issue necessitates instructional innovation through the use of digital media and interactive learning models to facilitate meaningful conceptual understanding. This study employs the Research and Development (R&D) method using the ADDIE model, comprising the stages of analysis, design, development, implementation, and evaluation. The research was conducted at SMP Negeri 2 Kualuh Selatan with 30 eighth-grade students as subjects. Data collection techniques included interviews, questionnaires, tests, and observations. Data analysis was performed using both descriptive qualitative and quantitative methods. The results of this development research indicate that: validity tests placed the media in the "highly feasible" category, with ratings of 92% from media experts, 99% from subject matter experts, and 93% from language experts; practicality tests placed the media in the "highly practical" category, with ratings of 93% from teachers and 94% from students; and effectiveness tests demonstrated that the media was effective in improving students' mathematical numeracy literacy skills, evidenced by an increase in the average score from 33.33 on the pretest to 78.33 on the posttest, with an N-Gain score of 0.68 (67.81%), falling within the medium-to-high category. Consequently, the Problem-Based Learning-based interactive Canva media developed in this study is deemed valid, practical, and effective, making it suitable as an alternative learning medium to enhance students' mathematical numeracy literacy skills.
Effect of problem-based learning model on critical thinking and Math learning motivation Muhammad Sabiq; Edy Surya; E. Elvis Napitupulu
Inovasi Kurikulum Vol. 22 No. 3 (2025): Inovasi Kurikulum, August 2025
Publisher : Himpunan Pengembang Kurikulum Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64014/jik.v22i3.59

Abstract

Critical thinking ability and learning motivation are two essential aspects of mathematics learning that are closely interrelated. Low cognitive and affective engagement among students is often caused by instructional approaches that fail to support higher-order thinking activities. This study aims to analyze the influence of the Problem-Based Learning model on students' critical thinking ability and mathematics learning motivation. The research employed a quantitative approach using a quasi-experimental design involving two classes of seventh-grade students at MTs Jam’iyah Mahmudiyah Tanjung Pura. The instruments included essay tests to assess critical thinking skills and Likert-scale questionnaires to measure students' motivation. The results of the normality and homogeneity tests confirmed that the data were normally distributed and had homogeneous variance, allowing the use of Two-Way ANOVA and the Mann-Whitney test for further analysis. The findings indicated that Problem-Based Learning was significantly more effective than direct instruction in enhancing both critical thinking and motivation. Moreover, an interaction effect between students’ prior mathematical ability and the learning model was observed. This research highlights the importance of implementing problem-based learning strategies that respond to individual differences in students’ needs and abilities.   Abstrak Kemampuan berpikir kritis dan motivasi belajar merupakan dua aspek penting dalam pembelajaran matematika yang saling berhubungan. Rendahnya keterlibatan kognitif dan afektif siswa dalam proses belajar sering kali disebabkan oleh pendekatan pembelajaran yang tidak memfasilitasi aktivitas berpikir tingkat tinggi. Penelitian ini bertujuan untuk menganalisis pengaruh model Problem-Based Learning terhadap kemampuan berpikir kritis dan motivasi belajar matematika siswa. Penelitian ini menggunakan pendekatan kuantitatif dengan desain eksperimen semu dan melibatkan dua kelas siswa tingkat VII di MTs Jam’iyah Mahmudiyah Tanjung Pura. Instrumen yang digunakan mencakup tes uraian untuk mengukur kemampuan berpikir kritis serta angket skala Likert untuk menilai motivasi belajar matematika siswa. Hasil analisis menunjukkan bahwa data berdistribusi normal dan memiliki varians yang homogen, sehingga pengujian menggunakan ANOVA dua jalur dan uji Mann-Whitney dapat dilaksanakan. Temuan menunjukkan bahwa pembelajaran menggunakan model Problem-Based Learning secara signifikan lebih efektif dibandingkan pembelajaran langsung dalam meningkatkan kedua variabel tersebut. Interaksi antara kemampuan awal matematika dan model pembelajaran juga berpengaruh terhadap hasil belajar. Penelitian ini memperkuat urgensi penerapan pendekatan pembelajaran berbasis masalah yang adaptif terhadap kebutuhan dan kemampuan siswa. Kata Kunci: berpikir kritis; Matematika; motivasi belajar; problem-based learning
Analysis Of Students' Mathematical Creative Thinking Abilities With Problem-Based Learning Reviewed Based On Student Learning Styles Feby Armelia Rosi; Mulyono Mulyono; Edy Surya
Daya Matematis: Jurnal Inovasi Pendidikan Matematika Vol 14, No 2 (2026): Juli
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/jdm.v14i2.88103

Abstract

This study examines students' mathematical creativity using problem-based learning strategies based on their learning styles. This qualitative descriptive study includes 28 Adhyaksa Middle School Medan class VIII-B students. Research methods included mathematical creative thinking tests, Kolb learning type surveys, and interviews. Data were reduced, presented, and analysed by classifying students' abilities by accommodation, divergent, assimilation, and convergent learning styles. After using problem-based learning methods, students' mathematical creativity varied. Of the 28 students, 6 (21.43%) had an accommodation learning style with a level of mathematical creative thinking ability for the medium category (2 students) and the low category (4 students); 10 (35.71%) had a divergent learning style for the high category (2 students), medium category (3 students), and low category (5 students). Assimilation learning style has 2 medium students and 6 low students, while convergent learning style has 2 medium students and 2 low students. Each learning style also has different student challenges. The difficulties of students with accommodation learning styles, students with low categories experience difficulties in the principle indicators and students in the medium category experience difficulties in the principle indicators; for the difficulties of students with divergent learning styles, students with low categories experience difficulties in the concept and principle indicators, students in the medium category experience difficulties in the concept indicators and, students in the high category experience difficulties in the principle indicators; for the difficulties of students with assimilation learning styles, students with low categories experience difficulties in the verbal problem indicators and students in the medium category experience difficulties in the concept indicators; for the difficulties of students with convergent learning styles, students with low categories experience difficulties in the principle indicators and students in the medium category experience difficulties in the principle indicators.
Co-Authors Anggili Pratama Antoni Antoni Asmin Asmin Budi Halomoan Harahap Chrismanto Purba Cici Puspaningrum Dian Armanto Donni Syahrial Hanafi Daulay E. Elvis Napitupulu Edi Syahputra Elmanani Simamora ELVI MAILANI Endi Zunaedy Pasaribu Eva Farida Eva Faridah Fadhilah Syam Nasution Fadhilla Syam Nst Fazrina Saumi Feby Armelia Rosi Feria Andriana Putri Fitri Mustika Arnis Hasratuddin Hasratuddin Izwita Dewi Johannes Johannes M. Rezeki Muamar Markus Harefa Marzuki Marzuki Mas Berlian Nst Maulana Arafat Lubis Meli Rama Yunita Mesra Wati Ritonga Muhammad Sabiq Mukhtar Mukhtar mulyono mulyono Nailul Himmi Hasibuan, Nailul Himmi Nanda Ayu Setiawati Nanda Ayu Setiawati Nashran Azizan Nerli Khairani Novita Sari Nurdin Bukit Panni Ance Lumbantobing Pargaulan Siagian Permata Sari Manurung Popy Sigalingging Rahmadeni Harahap Rahman, Arief Aulia Rahmi Hayati Restio Sidebang Rosina Zahra Rumiris Lumbangaol Rusmini, Rusmini Satria Wiraprana Thesalonika, Emelda Umar Umar Yulia Rinanda Yunita Sari Zuhur Fardani Zul Amry