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All Journal AKSIOMA: Jurnal Program Studi Pendidikan Matematika Mandalika Mathematics and Educations Journal ABSIS : Mathematics Education Journal
Ramadhanti, Febi Tasya
Mulawarman University
Education Mathematics

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PENGARUH PROBLEM-BASED LEARNING TERHADAP KEMAMPUAN BERPIKIR TINGKAT TINGGI MATEMATIS SISWA Febi Tasya Ramadhanti; Dadang Juandi; Al Jupri
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 11, No 1 (2022)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (556.442 KB) | DOI: 10.24127/ajpm.v11i1.4715

Abstract

AbstrakPenelitian ini bertujuan untuk mendeskripsikan dan mengevaluasi pengaruh dari penerapan PBL pada kemampuan berpikir tingkat tinggi (HOTS) matematis siswa, meliputi kemampuan berpikir kritis, kreatif, pemecahan masalah, dan penalaran. Systematic literature review (SLR) digunakan sebagai metode dalam penelitian ini, melalui pencarian pada database google scholar, semantic scholar, ERIC, DOAJ, science direct, atlantis press, dan IOP science dari tahun 2013 hingga 2021, sehingga menghasilkan 78 studi primer yang memenuhi kriteria inklusi yang ditetapkan. Setiap artikel didata lalu diklasifikasikan berdasarkan judul, tahun studi, jenjang pendidikan, ukuran sampel, dan jenis HOTS untuk dilakukan analisis satu per satu. Hasil penelitian menunjukkan bahwa PBL memberikan efek positif terhadap HOTS matematis siswa apabila dalam proses pembelajaran diterapkan kegiatan belajar berbasis masalah yang berpusat pada siswa dengan guru berperan sebagai fasilitator, serta melibatkan siswa dalam kegiatan penemuan mandiri melalui kolaborasi antar siswa dalam kelompok kecil untuk memecahkan masalah secara representatif. Sehingga PBL cocok diterapkan untuk mencapai tujuan dan urgensi dari pembelajaran khususnya dalam meningkatkan HOTS matematis siswa. Temuan penelitian ini juga berkontribusi memberikan informasi yang berkaitan dengan tren dan heterogenitas penelitian terkait implementasi PBL terhadap HOTS matematis di Indonesia sehingga diharapkan dapat menjadi rekomendasi maupun ide untuk penelitian selanjutnya. Kata kunci: Kemampuan berpikir tingkat tinggi; problem-based learning; systematic literature review. AbstractThis study aims to describe and evaluate the effect of the application of PBL on students' mathematical higher-order thinking skills (HOTS), including critical, creative, problem solving, and reasoning abilities. Systematic literature review (SLR) was used as a method in this study, through searching the database on Google Scholar, Semantic Scholar, ERIC, DOAJ, Science Direct, Atlantis Press, and IOP Science from 2013 to 2021, resulting in 78 primary studies that met the specified inclusion criteria. Each article was recorded and then classified by title, year of study, education level, sample size, and type of HOTS to be analyzed one by one. The results showed that PBL had a positive effect on students' mathematical HOTS if in the learning process student-centered problem-based learning activities were applied with the teacher acting as a facilitator, and involving students in independent discovery activities through collaboration between students in small groups to solve problems representatively. So that PBL is suitable to be applied to achieve the goals and urgency of learning, especially in increasing students' mathematical HOTS. The findings of this study also contribute to providing information related to trends and heterogeneity of research related to the implementation of PBL on mathematical HOTS in Indonesia so it’s expected to be a recommendation and idea for further research. Keywords: Higher-order thinking skill; problem-based learning; systematic literature review. 
Students’ Errors in Exponential and Logarithmic Functions: An Error Analysis Using AVAEM Categories Ramadhanti, Febi Tasya
Absis: Mathematics Education Journal Vol 7 No 2 (2025): November 2025
Publisher : Universitas Veteran Bangun Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/absis.v7i2.7357

Abstract

This study aims to analyze students' errors in exponential and logarithmic functions using the AVAEM error category framework: ARITH, VAR, AE, EQS, and MATH. A qualitative method with a case study approach was employed. Thirty-four tenth-grade students from a high school in Samarinda City were involved as research subjects. Data were collected through written tests and interviews with representatives from each error category. The identified AVAEM errors included: 1) ARITH—errors in understanding the rules of operations and properties of exponents and logarithms; 2) VAR—errors in understanding the meaning and role of variables; 3) AE—errors in seeing the structure of algebraic expressions; 4) EQS—misinterpreting the “=” sign as procedural instead of equality; and 5) MATH—errors in vertical and horizontal mathematization. These errors largely stem from difficulties in applying exponent and logarithm properties, memorizing formulas without conceptual understanding, and correctly modeling equations. Consequently, this study offers a valuable starting point for investigating students' learning obstacles, providing a basis for creating a didactical design to help teachers guide students in overcoming them.
High School Students’ Mathematical Problem-Solving Abilities: A Polya-Based Analysis Febi Tasya Ramadhanti; Zainuddin Untu
Mandalika Mathematics and Educations Journal Vol 8 No 2 (2026): Edisi Juni
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jm.v8i2.11776

Abstract

This study aims to analyze high school students' mathematical problem-solving abilities in exponential and logarithmic functions based on Polya's four stages of problem solving. This study employed a qualitative descriptive approach involving 72 tenth-grade students from a senior high school in Samarinda. Data were obtained through essay tests designed to reveal students' problem-solving processes and semi-structured interviews to strengthen the interpretation of students' work results. Data analysis was conducted through the stages of data reduction, data presentation, and conclusion drawing. The results showed that students' problem-solving abilities varied across ability categories. High-ability students tended to plan, execute, and review the entire problem-solving process, although they did not always write down the initial information explicitly. Students with moderate abilities showed an initial understanding of the problem but had difficulty devising and carrying out a plan, which led to inadequately verified final results. Meanwhile, students with low abilities experienced obstacles from the problem comprehension stage, which led to failure in the subsequent stages. These findings emphasize the importance of strengthening conceptual understanding and practicing systematic problem-solving steps in mathematics learning.
Co-Authors Dadang Juandi Zainuddin Untu