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All Journal Jurnal Penelitian Pendidikan Matematika dan Sains E-Dimas: Jurnal Pengabdian kepada Masyarakat Jurnal Abdi: Media Pengabdian Kepada Masyarakat Jurnal Penelitian Pendidikan Matematika dan Sains Arus Jurnal Pendidikan Journal of Learning and Technology MATHEdunesa
Ika Kurniasari
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Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Literasi Matematika Siswa dalam Menyelesaikan Soal PISA Ditinjau dari Resiliensi Matematis Ramadhani, Safira Putri; Kurniasari, Ika
MATHEdunesa Vol. 14 No. 3 (2025): Jurnal Mathedunesa Volume 14 Nomor 3 Tahun 2025
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v14n3.p805-823

Abstract

Mathematical literacy is a person's ability to formulate, apply, and interpret mathematics in various real-world contexts. This study aims to describe the mathematical literacy of students with high, medium, and low mathematical resilience in solving PISA questions. This research is a descriptive research with a qualitative approach. The research subjects consisted of 1 subject each of high, medium, and low mathematical resilience. Data collection techniques used questionnaires, tests, and interviews. The results showed that in the process of formulating situations mathematically, the three subjects identified mathematical aspects in the problem, used mathematical symbols, made mathematical models of the problem, and mentioned mathematical concepts used. Low mathematical resilience subject mentioned the mathematical aspects in the problem incompletely and made mathematical models that were not appropriate. High and medium mathematical resilience subjects recognized the mathematical structure in the problem and mentioned limitations and assumptions in accordance with mathematical model. In the process of employing mathematical concepts, facts, procedures and reasoning, the three subjects applied strategies to find mathematical solutions to problems. All three subjects mentioned the mathematical symbols, rules and procedures used. Medium and low mathematical resilience subjects performed mathematical procedures that were not yet correct. High mathematical resilience subject reflected on mathematical arguments and explained and justified mathematical results. In the process of interpreting, applying and evaluating mathematical outcomes, high and medium mathematical resilience subjects drew conclusions according to the context of the problem and explained why the results obtained made sense or not based on the context of the problem.
Numerasi Siswa SMA dalam Menyelesaikan Soal AKM Konten Data dan Ketidakpastian Ditinjau dari Gaya Kognitif Reflektif Impulsif Putri, Anggi Adelia; Kurniasari, Ika
MATHEdunesa Vol. 14 No. 3 (2025): Jurnal Mathedunesa Volume 14 Nomor 3 Tahun 2025
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v14n3.p824-845

Abstract

Numeracy is the ability to access, use, and interpret mathematical concepts, procedures, facts, and tools to solve problems in everyday life contexts. The indicators in this study refer to the numeracy process, which includes identifying, finding, or accessing, acting/using, interpreting, evaluating/analyzing, and communicating. This study aims to describe the numeracy of senior high school students in solving AKM problems in the context of data and uncertainty in term of reflective and impulsive cognitive styles. This research uses a qualitative descriptive method. The subjects of this study are eleventh-grade senior high school students consisting of one reflective and one impulsive student. The instruments of this research are Matching Familiar Figures Test (MFFT), a mathematics ability test, a numeracy test, and interviews. Results of the MFFT and mathematics ability test were used to determine the subjects. The numeracy test results were analyzed based on numeracy indicators. Based on the analysis, this study found that reflective students carried out all numeracy processes, including identifying, locating or accessing information, using appropriate procedures, interpreting results, evaluating or analyzing, and communicating on knowing, applying, and reasoning questions. However, they still have difficulty in communicating information verbally, especially in conveying the reasons for choosing the way to solve the problem. Impulsive students also performed all numeracy processes on the same types of questions but still have difficulty in communicating orally and in writing. Moreover, in reasoning questions, impulsive students applied inappropriate strategies during the using process, leading to incorrect answers.
Kemampuan Berpikir Aljabar Siswa SMP dalam Menyelesaikan Masalah Matematika Ditinjau dari Gaya Kognitif Adaptasi dan Inovasi Puspita, Dhea Berliana; Kurniasari, Ika
MATHEdunesa Vol. 14 No. 3 (2025): Jurnal Mathedunesa Volume 14 Nomor 3 Tahun 2025
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v14n3.p1028-1043

Abstract

Algebraic thinking ability is an individual's ability to implement six types of mathematical thinking abilities, namely generalization, abstraction, analytical thinking, dynamic thinking, modeling, and organization. Algebraic thinking ability has a close relationship with problem-solving and cognitive style. This study aims to describe the algebraic thinking ability of junior high school students with cognitive style adaptation and innovation in solving math problems. This research used a descriptive qualitative approach. The research subjects selected were one student with an adaptation cognitive style and one with an innovation cognitive style, high mathematics ability, and the same gender. Researchers collected data using a cognitive style questionnaire, math ability, and problem-solving tests. The results showed that the ability of algebraic thinking of students with cognitive styles of adaptation and innovation in understanding the problem includes explaining the meaning of the problem with their language, identifying the problem by writing the information known and asked, and simplifying the information. In making plans, students can use abstract symbols, represent information coherently, tell pattern relationships mathematically, and find the pattern in question. In implementing the plan, students can use patterns to solve the problem, use intuitive methods, and identify the relationship between white and gray paving blocks. In re-examining, students review the steps of completion, ensure the correctness of the answer, and write conclusions. Students with cognitive styles of adaptation and innovation fulfill all indicators and show differences in working, but innovative students have not displayed a creative answer.
Co-Authors Abdul Haris Rosyidi Adawiyah, Irbah AFFIATI OKTAVIARINA Airna Perwitasari AISY, RAUDLOTUL AISYUL MUBAROK, MOHAMMAD Annisa Nurul Hidayati Aulidya Annisya Putrian Auni, Anggita Dermawan Dua, Gilang Kerina El Milla, Yulia Izza Evangelista Lus Windyana Palupi Fajarsari, Intan Dewi Fatimah Ihza Aulia Febrianti, Anisa Anggraini Haulainy, Dewi Rahmah Intan, Paramita Ismail Ismail Kurniawati, Iis LAELA OCTIANI, KURNIAWATI M Dahlan MASRIYAH Maulana, Dimas Avian Mega Teguh Budiarto NENY FAIZAH Noerisahak, Tasya Puspita Nur Aini NURUL ISNA, NELA Pradnyo Wijayanti PUSPITA MAYASARI, RIZQIE Puspita, Dhea Berliana Putri, Anggi Adelia RADEN SULAIMAN Ramadhani, Safira Putri RIZKA ALIFIYAH, YUSRONA ROMDHON BAEHAQI, MOHAMMAD Rooselyna Ekawati SERBUNIT, SIRAJ Tatag Yuli Eko Siswono Weni Handayani Yudha, Adinda Salshabilla