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All Journal AdMathEdu : Jurnal Ilmiah Pendidikan Matematika, Ilmu Matematika dan Matematika Terapan Journal on Mathematics Education (JME) Jurnal Infinity Journal on Mathematics Education (JME) AKSIOMA: Jurnal Program Studi Pendidikan Matematika Sekolah Dasar: Kajian Teori dan Praktik Pendidikan Jurnal Kajian Pembelajaran Matematika PRISMA Pi: Mathematics Education Journal Syntax Literate: Jurnal Ilmiah Indonesia JMM (Jurnal Masyarakat Mandiri) Jurnal Cendekia : Jurnal Pendidikan Matematika M A T H L I N E : Jurnal Matematika dan Pendidikan Matematika Vygotsky: Jurnal Pendidikan Matematika dan Matematika JPMI (Jurnal Pembelajaran Matematika Inovatif) Ideguru: Jurnal Karya Ilmiah Guru Jurnal Keguruan dan Ilmu Pendidikan Edumatica: Jurnal Pendidikan Matematika Pi: Mathematics Education Journal JNPM (Jurnal Nasional Pendidikan Matematika) Faedah: Jurnal Hasil Kegiatan Pengabdian Masyarakat Indonesia Jurnal Infinity Jurnal Pendidikan MIPA Journal on Mathematics Education
Lathiful Anwar
Universitas Negeri Malang
Agriculture, Biological Sciences & Forestry Humanities Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Journal : Journal on Mathematics Education

 1 
Causes of proof construction failure in proof by contradiction Hamdani, Deni; Purwanto; Sukoriyanto; Anwar, Lathiful
Journal on Mathematics Education Vol. 14 No. 3 (2023): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v14i3.pp415-448

Abstract

Failure to deduce false suppositions in proof by contradiction is still considered “more difficult” than proving the conditional to in proof by contraposition. This study aims to identify the types of proof construction failures based on the action steps of proof by contradiction, then offer a framework of construction failure hypothesis specifically used in proof by contradiction. The research data were collected and analyzed from the work of students who have agreed to be research participants, a total of 83 students. The results of the analysis of student work successfully identified four types of failures, namely formulating suppositions, constructing and manipulating suppositions, identifying contradictions, and disproving suppositions. These four types of failures then became the material for the development of the hypothesis framework of a failure to construct proof by contradiction, which consists of 17 hypothesis nodes divided into three main hypotheses, namely: operational (action), affective (emotional), and foundational (logical reasoning). The failure hypothesis framework justifies that the sources of the failure of proof construction in proof by contradiction are understanding of the act of producing a proof by contradiction, emotionality towards the coherence of the construction steps, disproving suppositions, beliefs, use of appropriate definitions-theorems and axioms, and cognitive tension in proof by contradiction; and formal logic of the act of producing a proof by contradiction, as well as differences in the underlying logic with other acts.
Adversity quotient of Indonesian prospective mathematics teachers in solving geometry higher-order thinking skills problems Anwar, Lathiful; Sa'dijah, Cholis; Murtafiah, Wasilatul; Huljannah, Miftha
Journal on Mathematics Education Vol. 15 No. 1 (2024): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v15i1.pp79-98

Abstract

Comprehending and formulating strategies for geometry problems that require higher-order thinking skills (HOTS) is crucial in enhancing mathematics education. This study implements a qualitative case study approach to comprehend how prospective mathematics teachers with varying Adversity Quotients (AQ) solve geometry Higher-Order Thinking Skill (HOTS) problems. We selected 3 participants from 167 Indonesian prospective mathematics teachers to solve the three- and two-dimensional HOTS problems and were invited to an interview session. The three participants represent three types of participants: a climber student (high AQ), a camper student (medium AQ), and a quitter student (low AQ). Our findings show that each student had different responses to deal with the obstacles they faced while solving the problem. The climber student is more adept at solving problems than the camper and quitter students. In addition to identifying specific implications, this study offers a comprehensive understanding of AQ's significant role in solving mathematical problems. This knowledge serves as a concrete foundation for guiding the future advancement of curricula, assessment methods, and instructional approaches in mathematics education, particularly in the field of geometry. This research contributes to enhancing educational practices and policies on a broader scale.
Curriculum and teacher assessment practices in mathematics learning: Alignment with higher order thinking skills in Indonesian secondary schools Zana, Firdha Mahrifatul; Sa'dijah, Cholis; Susiswo; Anwar, Lathiful; Zulnaidi, Hutkemri
Journal on Mathematics Education Vol. 15 No. 4 (2024): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v15i4.pp1311-1334

Abstract

Higher-Order Thinking Skills (HOTS) are an essential element in education that must be integrated into curricula and classroom assessments. In Indonesia, educational initiatives have increasingly emphasized the incorporation of HOTS into both curriculum design and assessment practices. However, prior research has primarily focused on the challenges faced by teachers in developing HOTS-based assessments and aligning their teaching with curriculum demands. This study aims to investigate how the Indonesian mathematics curriculum integrates HOTS and evaluate the alignment between the curriculum objectives and teacher-developed assessments in fostering HOTS. The study employed a descriptive qualitative approach and was conducted in two Indonesian high schools, one located in an urban area and the other in a regional setting. A total of 15 mathematics teachers from grades ten, eleven, and twelve participated in the research. Data collection methods included focus group discussions, document analysis of mathematics assessments, and semi-structured interviews. The analysis employed Anderson and Krathwohl’s Taxonomy to categorize cognitive levels. Findings reveal that the Indonesian Mathematics Curriculum predominantly emphasizes Low-Order Thinking Skills (LOTS), and teacher-developed assessments are largely aligned with these LOTS-focused objectives. Furthermore, even when curriculum indicators aim to target HOTS, teachers often struggle to design assessments that effectively evaluate students’ higher-order cognitive abilities. These findings highlight a significant gap between curriculum goals and the practical implementation of HOTS in assessments. The results provide valuable insights for curriculum developers, suggesting the need for a curriculum redesign that places greater emphasis on HOTS. Additionally, the study underscores the importance of professional development initiatives to equip teachers with the skills necessary to design and implement HOTS-based assessments. This research contributes to advancing educational practices and policies that prioritize the integration of HOTS into teaching and assessment frameworks.
Teaching higher-order thinking skills in mathematics classrooms: Gender differences Sa’dijah, Cholis; Murtafiah, Wasilatul; Anwar, Lathiful; Nurhakiki, Rini; Cahyowati, Ety Tejo Dwi
Journal on Mathematics Education Vol. 12 No. 1 (2021): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

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

Abstract

This case study aims to explore how male and female Indonesian mathematics teachers enact decision-making processes in teaching High-Order Thinking Skills (HOTS). Non-random purposive sampling technique was used to select the participants. The participants involved in this study were two Indonesian mathematics teachers who teach HOTS in their classrooms. The participants were chosen from 87 Indonesian mathematics teachers in 23 secondary schools in East Java, Indonesia, who were invited to our survey and confirmed that they taught HOTS and underwent classroom observation. Data were collected from classroom teaching and interview sessions. The data of classroom teaching consisted of a video-audio recording of two meetings and field notes of observation. In the interview session, we recorded the teachers’ responses during semi-structured interviews. We coded and explained our interpretation for each code. We also conducted investigator triangulation by comparing coding and interpretation made by two researchers and discussing them to find the best representation of the meaning of the data. Our findings indicate that both male and female teachers performed four steps of decision making, consisting of giving problems, asking students to solve, checking, and obtaining new ideas. The difference of male and female teachers’ decision-making process is observed in the process of giving problem (non-contextual vs contextual), how they ask students to solve and check the solution (individual vs group), and the criteria of the new idea of problem-solving (correct vs the best solution). The study findings can be a catalyst for enacting decision-making steps in teaching HOTS. Also, these can be a reflective practice for mathematics teachers to improve their teaching quality.
Co-Authors A'yun, Rhoro Qurota Abd Qodar Abdullah Noerkholis Agus Sukirno Ahmad Taufiq Ainun Naziya Rohmah Al Ashari, Iqbal Ma’ruf Arnellis, Arnellis Azizah Nur Laily Rahmawati Azzahra Nurulhaqqni Ramadhani Cholis Sa’dijah Dede de Haan Ety Tejo Dwi Cahyowati Fatikh Inayahtur Rahma Fitriyyah, Aslihatul Hafiizh, Mohammad Hajjah Rafiah Hamdani, Deni Hanik Hanik Hendra Susanto Hermansyah, Tutus Sri Hery Susanto Hidayah, Irma Rachmah Huljannah, Miftha I Ketut Budayasa I Made Arnawa I Made Sulandra I Mode Sulandra I Nengah Parta Ikhsana, Aulia Imelda Dastania Pradani Intan Sari Rufiana Khoirunnisya, Melati Kusmayadi, Claresia Tsany Leady Dione Alfa Giovanni Mahardika, Candra Makbul Muksar Mandala, Arif Sapta Mardhiyah, Elok Izzatul Muhana Gipayana Nur Inayah Ahlan Nurma Wahyu Utami Permadi, Hendro Pranata, Syalshabil Shafa Purwanto Puspa Dewi Amanda Puspitasari, Septi Qohar, Abd. Rahmawati, Azizah Nur Laily Resyarusyda Parandrengi Rini Nurhakiki Sisworo Siti Maghfirotun Amin Suherman, Suherman Sukoriyanto Susiswo Syaiful Hamzah Nasution Syarifah, Rif'atul Syarifuddin, Faiz Afrian Tjang Daniel Chandra Umi Dristian Vita Kusumasari Wahyu Nurlaili Wasilatul Murtafiah Yerizon Yerizon Zahra Firdaus Zahroh, Indrani Eka Prastya Zana, Firdha Mahrifatul Zulnaidi, Hutkemri