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All Journal Journal on Mathematics Education (JME) Jurnal Riset Pendidikan Matematika AKSIOLOGIYA : Jurnal Pengabdian Kepada Masyarakat CARADDE: Jurnal Pengabdian Kepada Masyarakat Journal of Teaching and Learning Mathematics (JTLM) Journal of Mathematical Pedagogy (JOMP)
Sugi Hartono
Universitas Negeri Surabaya
Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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DEDUCTIVE OR INDUCTIVE? PROSPECTIVE TEACHERS’ PREFERENCE OF PROOF METHOD ON AN INTERMEDIATE PROOF TASK Tatag Yuli Eko Siswono; Sugi Hartono; Ahmad Wachidul Kohar
Journal on Mathematics Education Vol 11, No 3 (2020)
Publisher : Department of Doctoral Program on Mathematics Education, Sriwijaya University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.11.3.11846.417-438

Abstract

The emerging of formal mathematical proof is an essential component in advanced undergraduate mathematics courses. Several colleges have transformed mathematics courses by facilitating undergraduate students to understand formal mathematical language and axiomatic structure. Nevertheless, college students face difficulties when they transition to proof construction in mathematics courses. Therefore, this descriptive-explorative study explores prospective teachers' mathematical proof in the second semester of their studies. There were 240 pre-service mathematics teachers at a state university in Surabaya, Indonesia, determined using the conventional method. Their responses were analyzed using a combination of Miyazaki and Moore methods. This method classified reasoning types (i.e., deductive and inductive) and types of difficulties experienced during the proving. The results conveyed that 62.5% of prospective teachers tended to prefer deductive reasoning, while the rest used inductive reasoning. Only 15.83% of the responses were identified as correct answers, while the other answers included errors on a proof construction. Another result portrayed that most prospective teachers (27.5%) experienced difficulties in using definitions for constructing proofs. This study suggested that the analytical framework of the Miyazaki-Moore method can be employed as a tool to help teachers identify students' proof reasoning types and difficulties in constructing the mathematical proof.
Perancangan Tugas Pemecahan Masalah tentang Covid-19 untuk Guru Matematika SMP Tatag Yuli Siswono; Endah Budi Rahaju; Pradnyo Wijayanti; Sugi Hartono
CARADDE: Jurnal Pengabdian Kepada Masyarakat Vol. 3 No. 3 (2021): April
Publisher : Ilin Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31960/caradde.v3i3.702

Abstract

Abstrak: Kegiatan pelatihan ini bertujuan memberikan bekal kemampuan guru dalam membuat tugas pemecahan masalah dengan konteks Covid-19 dan penilaiannya, serta implementasinya dengan pembelajaran daring dengan bantuan aplikasi GoogleClassroom. Kegiatan diikuti 31 guru Matematika SMP Kabupaten Sidoarjo meliputi tiga tahap, yaitu persiapan, pelaksanaan, evaluasi dan tindak lanjut kegiatan. Kegiatan diawali dengan pemberian uji awal berupa pertanyaan terbuka untuk identifikasi awal peserta, dan uji pasca pelatihan, serta angket refleksi kegiatan. Analisis dilakukan secara deskriptif menunjukkan bahwa diakhir kegiatan peserta memiliki kemampuan dalam memahami masalah, tugas pemecahan masalah, penilaian pemecahan masalah, dan tugas membuat tugas pemecahan masalah konteks Covid-19, serta mengimplemntasikan dalam pembelajaran daring melalui GoogleClassroom. Pendapat peserta secara umum bermanfaat dan dapat dilanjutkan pada tahun berikutnya. Abstract. This training activity aims to provide teachers with the ability to make assignments of mathematical problems solving in the context of Covid-19 and its assessments, and to implement them in on-line learning with the Google Classroom application. The activity was attended by 31 Junior High School Mathematics teachers in Sidoarjo Regency including three stages, namely preparation, implementation, evaluation and follow-up of activities. The activity begins with presenting a pre-test in the form of open-ended questions to answer participants' initial, and post-training tests, as well as activity reflections. The analysis was carried out descriptively showing that at the end of the activity the participants had the ability to understand mathematical problem, tasks of problem solving, assessment of mathematical problem solving in the context of Covid-19, as well as implementing learning through Google Classroom. General opinion of participants point out that this activities are useful and could be continue the next year
Perancangan Pembelajaran Pengajuan dan Pemecahan Masalah Matematika Bagi Guru SMP Kabupaten Magetan Tatag Yuli Eko Siswono; Endah Budi Rahaju; Ismail Ismail; Sugi Hartono; Nanda Ayu Indarasati
Aksiologiya: Jurnal Pengabdian Kepada Masyarakat Vol 6, No 4 (2022): November
Publisher : Universitas Muhammadiyah Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/aks.v6i4.6619

Abstract

Pengajuan dan pemecahan masalah merupakan pemicu keterampilan berpikir kritis maupun berpikir kreatif yang sesuai dengan tujuan kurikulum saat ini.  Kedua konsep tersebut perlu diimplementasikan dalam pembelajaran, sehingga para guru perlu dibekali keterampilan merancang pembelajaran tersebut sekaligus memahami konsep masalah, pemecahan dan pengajuan masalah. Untuk mencapai tujuan tersebut, diperlukan program pelatihan guru untuk memantapkan pemahaman guru tentang pemahaman konten dan desain pembelajaran berbasis pengajuan dan pemecahan masalah matematika. Guru yang terlibat adalah 22 guru SMP yang ditugaskan oleh Dinas Pendidikan Kabupaten Magetan. Metode pelaksanaan terdiri dari tahap persiapan dengan melakukan koordinasi dengan mitra dan tim pelatih untuk merancang instrumen dan materi pelatihan. Tahap pelaksanaan terdiri dari kegiatan tatap muka dan kegiatan mandiri dengan diawali pemberian angket untuk analisis awal (pra-tes), pemberian materi pelatihan, praktik penyusunan soal, presentasi, dan kegiatan mandiri merancang perangkat pembelajaran.  Tahap selanjutnya evaluasi dan tindak lanjut dilakukan dengan pemberian angket akhir pelatihan (pasca-tes) dan angket refleksi kegiatan. Hasil pelatihan menunjukkan 81,8% guru mampu memahami konsep dan mendesain pembelajaran berbasis pengajuan dan pemecahan masalah. Hasil evaluasi kegiatan guru menunjukkan 95,45% guru cenderung mengatakan baik dan menyarankan kegiatan perlu ditindaklanjuti.
How do mathematics teachers design tasks to assess students’ creative thinking ability? Pradnyo Wijayanti; Tatag Yuli Eko Siswono; Dwi Juniati; Abadi Abadi; Sugi Hartono
Jurnal Riset Pendidikan Matematika Vol 9, No 2: November 2022
Publisher : Program Studi Magister Pendidikan Matematika FMIPA Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v9i2.55122

Abstract

This study aims to describe teachers' understanding of designing mathematical tasks to assess students' creative thinking abilities. The descriptive study involved 23 mathematics teachers in a city in East Java, Indonesia. The research Instrument is a task that reveals teachers' understanding of the notion of creative thinking, mathematics' problem of assessing students' creative thinking, some criteria to assess students' creative thinking, and examples of questions designed by the teacher. Data were analyzed descriptive-quantitatively and qualitatively with an iterative method consisting of data condensation, data display, and data verification. The study results indicate that teachers' understanding of creative thinking is still lacking, how to assess, and assessment criteria, their abilities still need to be improved
Socio-Ecological Problem Posing in Waste Context: Socio-Ecological Awareness and Mathematical Thinking of Preservice Mathematics Teachers Tina Rosyana; Tatag Yuli Eko Siswono; Abdul Haris Rosyidi; Sugi Hartono
Journal of Teaching and Learning Mathematics Vol. 4 No. 1 (2026): Journal of Teaching and Learning Mathematics (July)
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jtlm.v4i1.45163

Abstract

Socio-ecological issues increasingly require mathematics education to connect mathematical learning with sustainability-related problems encountered in everyday life. In this context, problem posing provides opportunities for students to formulate mathematical problems and to interpret socio-ecological phenomena through mathematical reasoning. This study aims to examine socio-ecological problem posing in waste contexts by investigating the mathematical problems posed by preservice mathematics teachers, the manifestation of socio-ecological awareness reflected in their responses, and their mathematical thinking patterns. This study employed an interpretive qualitative approach involving six sixth-semester preservice mathematics teachers enrolled in a socio-ecological mathematics education course at a teacher education institution in Cimahi, Indonesia. Data were collected through a problem-posing worksheet designed around waste-related issues in Cimahi City and analyzed using qualitative content analysis. The findings reveal that participants generated diverse and contextual mathematical problems related to landfill capacity, waste growth, waste reduction, and community-based waste management. Socio-ecological awareness emerged through ecological awareness, social awareness, socio-ecological interconnectedness, and solution orientation. Furthermore, participants demonstrated variations in mathematical thinking, particularly in identifying quantities, establishing relationships between variables, constructing mathematical representations, and engaging in systematic reasoning. The findings suggest that socio-ecological problem posing may help preservice mathematics teachers connect mathematics with sustainability issues and provide insights into how they interpret socio-ecological problems through mathematical thinking. These findings have practical implications for school mathematics teaching by demonstrating how socio-ecological problem posing can be used to connect mathematical concepts with authentic sustainability issues. Such activities may support students in developing mathematical reasoning, systems thinking, and awareness of environmental challenges through meaningful classroom contexts.
The Dynamics of Students' Heuristic Failure and Mathematical Perseverance in Solving Contextual Problems Across Cognitive Demand Levels Asta Denata; Sugi Hartono
Journal of Mathematical Pedagogy (JoMP) Vol. 7 No. 2: July 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jomp.v7n2.p114-134

Abstract

This study aimed  the dynamics of heuristic failure and mathematical perseverance among students in solving contextual problems across different cognitive demand levels. A descriptive qualitative approach was employed involving three purposively selected tenth-grade students representing high, medium, and low mathematical ability. The research instruments consisted of a mathematics ability test, a contextual problem-solving test on Systems of Linear Equations in Three Variables comprising Procedures with Connections (PWC) and Doing Mathematics (DM) tasks, and retrospective interviews. Data were analyzed using the heuristic failure framework adapted from Schoenfeld and the Three-Phase Perseverance Process (3PP) proposed by DiNapoli and Miller. The findings revealed that the high-ability student experienced heuristic failure at the execution and reflection stages and discontinued effort after reaching an impasse on the DM task. The medium-ability student revised errors and sustained productive effort until obtaining a correct solution, whereas the low-ability student experienced more dominant heuristic failures and did not continue solving the problem after encountering an impasse. The findings indicate that mathematical ability alone did not determine perseverance patterns, particularly when students encountered an impasse in the more cognitively demanding DM task.        
Co-Authors Abadi Abadi Abdul Haris Rosyidi Ahmad Wachidul Kohar Asta Denata Dwi Juniati Endah Budi Rahaju Ismail, Ismail Nanda Ayu Indarasati Pradnyo Wijayanti Tatag Yuli Eko Siswono Tatag Yuli Siswono Tina Rosyana