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All Journal NURSCOPE: Jurnal Penelitian dan Pemikiran Ilmiah Keperawatan Jurnal NERS Math Didactic: Jurnal Pendidikan Matematika Jurnal Penelitian Kesehatan Suara Forikes Jurnal Surya Medika Desimal: Jurnal Matematika JURNAL MathEdu (Mathematic Education Journal) JURNAL PEMBELAJARAN DAN MATEMATIKA SIGMA (JPMS) The Indonesian Journal of Health Science Jurnal Ners Journal of Telenursing (JOTING) Critical Medical and Surgical Nursing Journal Pediomaternal Nursing Journal Didaktik : Jurnal Ilmiah PGSD STKIP Subang Indonesian Journal of Global Health research Sustainable: Jurnal Kajian Mutu Pendidikan Jurnal Pengabdian Masyarakat dalam Kesehatan Jurnal Riset dan Inovasi Pembelajaran Kognitif: Jurnal Riset HOTS Pendidikan Matematika Journal Evaluation in Education (JEE) Kolaborasi Jurnal Pengabdian Masyarakat Cendikia Pendidikan Mosaic: Jurnal Pengabdian Kepada Masyarakat EduBase: Journal of Basic Education International Journal of Patient Safety and Quality Jurnal Pendidikan Progresif
Kristiawati Kristiawati
Faculty Of Medicine, Universitas Airlangga
Arts Humanities Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Education Environmental Science Health Professions Immunology & microbiology Languange, Linguistic, Communication & Media Library & Information Science Mathematics Medicine & Pharmacology Neuroscience Nursing Public Health Social Sciences Other

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Journal : JURNAL MathEdu (Mathematic Education Journal)

 1 
Kesalahan Siswa dalam Menyelesaikan Soal dalam Bentuk Aljabar Berdasarkan Kriteria Watson Ditinjau dari Gaya Belajar Usman, Muhammad Rizal; Kristiawati, Kristiawati
JURNAL MathEdu (Mathematic Education Journal) Vol 7 No 1 (2024): JURNAL MathEdu (Mathematic Education Journal) Maret 2024
Publisher : Program Studi Pendidikan Matematika Institut Pendidikan Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37081/mathedu.v7i1.5762

Abstract

Penelitian bertujuan untuk mendeksripsikan kesalahan siswa dalam menyelesaikan soal dalam bentuk aljabar berdasarkan kriteria Watson yang ditinjau dari gaya belajar kelas VIII MTsN Parepare. Penelitian ini merupakan penelitian deskriptif dengan pendekatan kualitatif. Subjek dalam penelitian ini melibatkan 3 siswa dengan mewakili 1 siswa dengan gaya belajar visual, 1 siswa dengan gaya belajar auditorial dan 1 siswa dengan gaya belajar kinestetik yang melakukan kesalahan kriteria Watson. Peneliti memperoleh data jenis kesalahan siswa dengan menggunakan tes materi yang terdiri dari 3 soal tentang bentuk aljabar dan hasil wawancara yang memuat indikator-indikator kriteria Watson. Teknik analisis data yang digunakan yaitu kondensasi data, penyajian data dan penarikan kesimpulan. Dari hasil penelitan ini menunjukkan bahwa jenis kesalahan yang paling banyak dilakukan oleh siswa kelas VIII MTsN Parepare subjek yang melakukan kesalahan terbanyak melakukan jenis kesalahan diantaranya kesalahan data tidak tepat (inappropriate datat/id), kesalahan prosedur tidak tepat (inappropriate procedure/ip), kesalahan data hilang (omitted dat/od), kesalahan kesimpulan hilang (omitted conclusion/oc), kesalahan konflik level respon (response level conflict/rlc), kesalahan manipulasi tidak langsung (undirected manipulation/um), kesalahan masalah hirarki keterampilan (skill hierarchy problem/shp), kesalahan selain ketujuh kriteria (above other/ao). Dapat disimpulkan Kesalahan yang dilakukan bukan hanya satu kesalahan saja pada setiap soal, melainkan lebih dari satu kesalahan.
APA SAJA KOMPONEN COMMOGNITIVE YANG DIKAJI DALAM PEMBELAJARAN MATEMATIKA: SYSTEMATIC LITERATURE REVIEW Usman, Muhammad Rizal; Farida, Nur; Satriani, Sri; Kristiawati, Kristiawati
JURNAL MathEdu (Mathematic Education Journal) Vol 8 No 1 (2025): JURNAL MathEdu (Mathematic Education Journal) Maret 2025
Publisher : Program Studi Pendidikan Matematika Institut Pendidikan Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37081/mathedu.v8i1.6932

Abstract

This study aims to identify and analyze trends in commognitive research in mathematics education, focusing on four main components: word use, mediators, rules, and narratives. Additionally, this study seeks to explore how commognitive theory is applied in mathematics education research and to identify research gaps that can be further developed. The method used in this study is a Systematic Literature Review (SLR), with article searches conducted through the Google Scholar, SINTA, and Scopus databases within the 2015–2025 timeframe. Articles were selected based on strict inclusion and exclusion criteria, resulting in the final analysis of five relevant articles. Each article was classified based on research methods, key findings, and contributions to commognitive theory in mathematics education. The findings indicate that visual mediators and routines are the most frequently studied commognitive components, particularly in the context of technology use and touchscreen interaction in mathematics learning. Additionally, commognitive conflicts were commonly observed in the transition from school to university, particularly in students' understanding of mathematical terminology (word use) and the application of mathematical communication rules (rules). The primary finding of this study reveals that students with higher mathematical understanding tend to construct more argumentative mathematical narratives, while students with lower comprehension tend to rely on mechanical procedures without fully grasping the underlying concepts. For future research, further exploration of word use and narratives is recommended, particularly in the context of elementary and secondary school education.
Systematic Literature Review: Commognitive dan Kemampuan Komunikasi Matematis Usman, Muhammad Rizal; Husniati, Andi; Kristiawati, Kristiawati
JURNAL MathEdu (Mathematic Education Journal) Vol 8 No 2 (2025): JURNAL MathEdu (Mathematic Education Journal) Juli 2025
Publisher : Program Studi Pendidikan Matematika Institut Pendidikan Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37081/mathedu.v8i2.7177

Abstract

This study aims to analyze the relationship between commognitive theory and students’ mathematical communication skills at the secondary education level, specifically in junior and senior high schools. This review is motivated by the importance of understanding students' thinking processes in expressing mathematical ideas verbally, visually, symbolically, and procedurally. Commognitive theory, which comprises four main components word use, visual mediators, narratives, and routines provides a conceptual framework for examining the dynamics of students’ mathematical discourse. The method employed is a Systematic Literature Review (SLR) following the PRISMA protocol. A total of 26 articles were analyzed, sourced from the Scopus and Google Scholar databases, with inclusion criteria covering publications from 2013 to 2024 relevant to the topic and the context of secondary school students. The findings were categorized into three major themes: (1) the application of commognitive theory in mathematics instruction at the secondary level; (2) indicators of students’ mathematical communication in written, oral, and visual forms; and (3) the interrelation between commognitive components and dimensions of mathematical communication. The review reveals that students exhibit varying tendencies in activating commognitive components depending on the type of task and the mode of problem presentation. Nevertheless, the explicit integration of commognitive theory and mathematical communication indicators has not yet been thoroughly explored. The implications of this review highlight the urgency of developing discourse-based assessment instruments, as well as designing challenging tasks that foster student engagement across all aspects of mathematical thinking and communication.
NARRATIVES OF GROWTH MINDSET AMONG HIGH SCHOOL STUDENTS WITH HIGH MATHEMATICS ANXIETY Usman, Muhammad Rizal; Satriani, Sri; Sukmawati, Sukmawati; Kristiawati, Kristiawati
JURNAL MathEdu (Mathematic Education Journal) Vol 8 No 3: JURNAL MathEdu (Mathematic Education Journal) November 2025
Publisher : Program Studi Pendidikan Matematika Institut Pendidikan Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37081/mathedu.v8i3.7591

Abstract

Mathematics anxiety is one of the major barriers to students’ achievement and positive attitudes toward learning mathematics. Conversely, a growth mindset is considered a protective factor that fosters learning resilience. This study aims to explore the narratives of students with high levels of mathematics anxiety in relation to their growth mindset. A qualitative narrative approach was employed with three 11th-grade high school students in Malang Regency, Indonesia, selected purposively based on their scores on the Math Anxiety Questionnaire (MAQ). Data were collected through semi-structured interviews, written reflections, and field notes, and analyzed using thematic narrative analysis. The findings reveal five major themes: (1) initial negative perceptions of mathematics, (2) emotional responses to failure such as nervousness, frustration, or shame, (3) efforts to recover through diverse coping strategies, (4) social support from teachers, peers, and families that influences resilience, and (5) indications of growth mindset reflected in the belief that effort is more important than innate talent and mistakes are part of the learning process. These results highlight that although high mathematics anxiety poses challenges, a growth mindset can serve as a protective factor in building students’ learning resilience. This study contributes to the literature on the intersection between mathematics anxiety and growth mindset and provides practical implications for teachers to create a classroom climate that fosters positive mindset development.
Co-Authors A. Husniati Abu Bakar Achmad Sya'id Agnes Sevelina Anggraeni Akib, Irwan Ani, Sri Satriani Aria A. Nastiti Aria Aulia Nastiti Arief, Yuni Sufyanti Arma Wangsa Astuti, Ari Setyaning Dea Adelia Andi Baso Deny M. Hardita Dewi Indah Dyah Surya Eka MHas Eka Mishbahatul Mar'ah Has Elida Ulfiana Erna Dwi W Ernawati Ernawati Fatmasari, Putri Fatmawati, Fatmawati Fauziyah, Nur HAMIDAH, RAHMA NUR Hening Pujasari Husniati, Andi I K. Sudiana Ilya Krisnana, Ilya Iqlima Dwi Kurnia Jamaluddin, Reski Permata Sari Jannah, Dwi Elma Miftahul Joni Haryanto Krisna Yetti Kristina Blandina Wea Kurnawati, Ninuk Dian Kurniawati, Ninuk Dian Laily Hidayati Lili Kurniawati Magfiroh, Syahtya Dzulandita Mardhiyah Hayati Mariyati, Diyah Hita Moriana Br Sembirin Mukaromah, Afifatul Nadiya Sahara Annisa Nihayati, Hanik Endang Nini Wahyuni, Nini Ninuk Dian Kurnawati Nur Fadillah, Nur Nur Farida Nursalam Nursalam Nursalam, Nursalam Nuzul Qur'aniati P.K, Rizki Fitryasari Praba D. Rachmawati Praba Diyan Rachmawati, Praba Diyan Pradanie, Retnayu Qur'aniati, Nuzul Rezi Delfianti S.Pd. M Kes I Ketut Sudiana . Satriani, Sri Satriani Siti Afifaturochmah Sri Satriani Suciati Ningsih Sukmawati Sukmawati Sutrisna Wibawa Syahtya Dzulandita Magfiroh Tintin Sukartini Sukartini, Tintin Sukartini Tri Harningsih, Tri Usman, Muhammad Rizal Wahyuddin Wahyuddin Wahyuni Tri Lestari Waswandi, Waswandi Yolanda C. Eka