Article Per Year (5 Year)
p-Index From 2021 - 2026
3.763
P-Index
This Author published in this journals
All Journal AKSIOLOGIYA : Jurnal Pengabdian Kepada Masyarakat Jurnal Pendidikan Matematika Raflesia Benchmarking: Jurnal Manajemen Pendidikan Islam Jurnal Cendekia : Jurnal Pendidikan Matematika Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika (JRPIPM) Edukasia: Jurnal Pendidikan dan Pembelajaran MATHEdunesa
Ismail, Ismail
Jurusan Matematika, FMIPA, Universitas Negeri Surabaya
Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

Published : 23 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 23 Documents
Search

 1   2   3 
Proses Berpikir Kritis Siswa SMP dalam Menyelesaikan Masalah Himpunan Ditinjau dari Kemampuan Matematika Izzad Abidi Noor Haykal; Ismail Ismail
MATHEdunesa Vol 12 No 1 (2023): Jurnal Mathedunesa Volume 12 Nomor 1 Tahun 2023
Publisher : Program Studi S1 Matematika UNESA

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (465.63 KB) | DOI: 10.26740/mathedunesa.v12n1.p129-147

Abstract

Abstrak Permendiknas no.22 menunjukkan salah satu alasan mengapa pemahaman matematika itu penting. Hal ini disebabkan fakta bahwa matematika adalah ilmu universal yang mendorong kemajuan teknologi kontemporer, sangat penting untuk banyak bidang studi, dan mendorong pertumbuhan kognisi manusia. Kemajuan ilmu pengetahuan dan teknologi di era globalisasi berdampak pada semua aspek kehidupan, termasuk perkembangan pendidikan di semua tingkatan. Tujuan dari penataran ini adalah untuk lebih membekali mahasiswa agar dapat bersaing secara internasional dalam berbagai disiplin ilmu. Manusia membutuhkan kemampuan berpikir kritis untuk menghadapi berbagai kemajuan teknologi. Sistem pendidikan kini telah memasuki abad 21, dan semua kemampuan siswa kini terfokus pada “the 4C Critical thinking and problem solving skills, Creativity and innovations skills, Communication, and Collaboration skills” keterampilan pemecahan masalah siswa sekolah menengah pertama kelas tujuh sangat penting. Setiap individu dalam penelitian ini berjenis kelamin sama dan mahir secara matematis pada tingkat yang sama. Sebuah tes kemampuan matematika digunakan untuk mengumpulkan informasi dari wawancara dan tes berpikir kritis. Menurut temuan penelitian, siswa-siswa dengan kemampuan matematika tinggi, sedang, dan rendah tidak dapat dibandingkan dalam hal proses berpikir kritis mereka. Untuk mode pengajaran, lebih baik dan efisien dalam masa pengajaran menggunakan mode ajar luring Kata Kunci: Proses Berpikir Kritis, Pemecahan Masalah, Kemampuan Matematika, Himpunan Abstract (Gunakan Style Penulis & Abstrak) Permendiknas no.22 shows one of the reasons why understanding mathematics is important. This is due to the fact that mathematics is a universal science that drives contemporary technological progress, is essential to many fields of study, and promotes the growth of human cognition. Advances in science and technology in the era of globalization have an impact on all aspects of life, including the development of education at all levels. The purpose of this upgrading is to better equip students to be able to compete internationally in various disciplines. Humans need the ability to think critically to deal with various technological advances. The education system has now entered the 21st century, and all student abilities are now focused on "the 4C Critical thinking and problem solving skills, Creativity and innovations skills, Communication, and Collaboration skills". The problem solving skills of seventh grade junior high school students are very important. Each individual in the study was of the same sex and mathematically proficient at the same level. A math ability test was used to gather information from interviews and critical thinking tests. According to the research findings, students with high, medium, and low math abilities were not comparable in terms of their critical thinking processes. For teaching mode, it is better and more efficient in the teaching period to use offline teaching mode. Keywords: Critical Thinking Process, Problem Solving, Mathematical Ability, Sets.
Analisis Kesalahan Siswa SMA dalam Menyelesaikan Soal Cerita Matematika SPLTV Berdasarkan Prosedur Newman Ditinjau dari Gaya Belajar Aini Ayuning Tias; Ismail Ismail
MATHEdunesa Vol 12 No 2 (2023): Jurnal Mathedunesa Volume 12 Nomor 2 Tahun 2023
Publisher : Program Studi S1 Matematika UNESA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v12n2.p359-371

Abstract

In almost every math lesson, students often experience mistakes when reading and understanding questions. Based on these problems, teachers are required to know students well and understand the different characteristics of each student, one of them is stuudents learning style. Learning style is a unique way that each student has to capture information effectively in a lesson. There are 3 types of learning styles, namely visual learning styles, auditory learning styles, and kinesthetic learning styles. Each student has different learning styles. This study is a qualitative-descriptive study which was purposed to describe students error in solving the Linear Equation Three Variables problems by analizing students errors. The data were collected from the learning style questionnares, students answers according to Newman errors indicator, and interviews. The subjects of this study are three students from thirty six students at tenth grade of Sains 5 Senior High School 1 Sampang. not only from the test, the subjects were interviewed and analized to know the more reasons behind students errors. This study found that students with visual learning style were doing more errors on transformations, the processing skill, and the final answers. Besides, students with auditorial learning style did mistakes on reading, understanding, transforming, processing, and final answers. Lastly, students with kinesthetic learning style were error on understanding, transforming, processing, and final answers writting.
Proses Berpikir Kreatif Siswa SMP dalam Menyelesaikan Masalah Matematika Open-Ended Ditinjau dari Kemampuan Matematika Muhammad Aldi; Ismail Ismail
MATHEdunesa Vol 12 No 2 (2023): Jurnal Mathedunesa Volume 12 Nomor 2 Tahun 2023
Publisher : Program Studi S1 Matematika UNESA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v12n2.p388-399

Abstract

Future challenges that are increasingly complex require the competence of graduates who are not only skilled, but also creative. The process of creative thinking has four stages, namely synthesizing ideas, building ideas, planning the implementation of ideas, and implementing ideas. Open-ended math problems are a medium that teachers can use to find out students' creative thinking processes. The purpose of this research is to describe the process of creative thinking of junior high school students in solving open-ended math problems in terms of mathematical abilities. This research is a qualitative descriptive study conducted in 7th grade of SMP Muhammadiyah 2 Taman. The research subject was one student from each category of high, medium and low mathematical ability. Data collection methods used are test and interview methods. The results obtained were that at the stage of synthesizing ideas, subjects with high, medium, and low mathematical abilities did so based on experience in class with known formulas. At the stage of building ideas, subjects with high mathematical abilities considered convenience, subjects with mathematical abilities considered other ways, and subjects with low mathematical abilities considered logic. At the stage of planning the implementation of the idea of a high ability subject and is doing it smoothly and productively, the low math ability subject is doing it inefficiently. As well as at the stage of applying the idea, the subject of high mathematical ability fulfilled the creative thinking aspects of fluency, flexibility, and novelty, the subject of medium mathematical ability fulfilled the aspect of flexibility, and novelty, the subject of low mathematical ability only fulfilled the aspect of flexibility.
Analisis kesalahan Siswa SMP dalam Memecahkan Masalah Kontekstual pada Materi Perbandingan Ditinjau Dari Gaya Kognitif Mufidatin Anjelina; Ismail Ismail
MATHEdunesa Vol 12 No 2 (2023): Jurnal Mathedunesa Volume 12 Nomor 2 Tahun 2023
Publisher : Program Studi S1 Matematika UNESA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v12n2.p652-662

Abstract

The aim of this research is describe errors conducted by students of junior high schools with cognitive styles type field-dependent and field-independent in solving contextual problems in proportion and its causal factors. This research is a descriptive qualitative research. The research subjects for this research were 2 students with the most errors from each type of cognitive styles. The two subjects are of the same gender. Data was collected by interview techniques and test. This research used 3 kinds of instruments, those were interview guidelines, the GEFT test, and diagnostic tests. Data of this research is processed using Miles and Huberman technique which includes 3 steps. The results of this research shows the errors made by subject FD and FI cognitive style, and also the factors that cause the errors. Subject with FD cognitive style made errors such as, errors in understanding the problem, erros in devising a plan, erros in carrying out the plan, and looking back errors. The errors made by students with FI cognitive style included carrying out plans, and checking again. Factors that cause subject that has FD cognitive style made errors tend to be caused by difficulties in understanding problems, lack of the understanding of the mathematical concepts, and also lack of calculating skills. Factors that cause subject that has FI cognitive style made errors tend to result from a lack of thoroughness in students when solving problems.
Keterampilan Berpikir Kritis Siswa SMP dalam Memecahkan Masalah Matematika Kontekstual Ditinjau dari Kemampuan Matematika dan Perbedaan Jenis Kelamin Andinny Nur Rizky Prameswari; Ismail Ismail
MATHEdunesa Vol 12 No 3 (2023): Jurnal Mathedunesa Volume 12 Nomor 3 Tahun 2023
Publisher : Program Studi S1 Matematika UNESA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v12n3.p946-981

Abstract

This research aims to describe the critical thinking skills of junior high school students in solving contextual math problems in terms of mathematical ability and gender differences. The type of research used is descriptive qualitative research. The subjects in this research were 1 male and 1 female student with high mathematics ability, 1 male and 1 female student with moderate mathematics ability, and 1 male and 1 female student with low mathematics ability.Data were collected using test and interview techniques. The instruments used were Mathematics Ability Test (TKM), Problem Solving Test (TPM), and interview guidelines. Based on the results of the research, it can be concluded that the critical thinking skills of (1) male and female students with high mathematical ability met the indicators of interpretation, analysis, evolution (on argument proof, because in argument assessment only male students met the sub-indicator), inference, and explanation. Male students did not fulfill the indicators of self-regulation, while female students did. (2) Male and female students with moderate mathematics ability met the indicators of interpretation, inference, and explanation. Male students did not fulfill the indicators of analysis and self-regulation, while female students did. However, both did not fulfill the evaluation indicator. (3) Male and female students with low mathematics ability have many differences in critical thinking skills. Male students did not fulfill the indicators of interpretation, analysis, explanation, and evaluation. However, the self-regulation indicator is fulfilled. While female students fulfill the indicators of interpretation and analysis. Female students did not fulfill the indicators of evaluation, explanation, and self-regulation.
Proses Berpikir Analitis Siswa SMA dalam Menyelesaikan Soal Pemecahan Masalah Matematika Ditinjau dari Kemampuan Matematika Hasnia Firdaus; Ismail Ismail
MATHEdunesa Vol 12 No 3 (2023): Jurnal Mathedunesa Volume 12 Nomor 3 Tahun 2023
Publisher : Program Studi S1 Matematika UNESA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v12n3.p797-813

Abstract

Analytical thinking is a person mental activity in problem solving by separating in important parts of a problem, looking for relationships between these parts, the drawing conclusions from problem solving. The analytical thinking skills possessed by student will have an impact on their ability to solve a problem. In solving mathematical problems, apart from paying attention to analytical thinking skills, it also pay attention to students mathematical abilities. The purpose of this research is describe the analytical thinking processes of senior high school students with high, medium, and low mathematical abilities in mathematical problem solving. The research approach used is a descriptive qualitative. The research subject consisted of three students from class X-4 SMA Hangtuah 2 Sidoarjo. The research data were obtained from the result of math ability test, math problem solving test, and interviews. The results showed that (1) Students with high mathematical abilities completed 2 problem solving questions properly and correctly. Students distinguish an important part of a given problem. Students plan strategies that will be used to solve problems, and carry out these strategies appropriately. Students re-examine the completion process that has been carried out. (2) Students with mathematical abilities are completing 2 problem solving questions correctly. Students distinguish an important part of a given problem. Students plan the steps that will be used to solve the problem, as well as carry out the strategies that have been made before. Students do not re-check the completion process carried out. (3) Students with low mathematical ability solve 1 problem out of 2 problem solving questions given. Students distinguish important parts of a given problem. Students plan strategies that will be used to solve problems. However, in carrying out the settlement plan that has been made, students experience difficulties. Therefore, students do not get a solution to the problem given. Students do not re-examine the completion that is done.
Proses Berpikir Kreatif Siswa dalam Memecahkan Masalah Trigonometri Berdasarkan Gaya Kognitif Ahmad Junaidi Hutama Putera; Ismail Ismail; Pradnyo Wijayanti
EDUKASIA: Jurnal Pendidikan dan Pembelajaran Vol. 5 No. 1 (2024): Edukasia: Jurnal Pendidikan dan Pembelajaran
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v5i1.1031

Abstract

The research is a qualitative descriptive study which aims to describe students' creative thinking processes in solving trigonometry problems based on cognitive style. The data collection method uses the GEFT test to determine students' cognitive styles, problem solving tasks using trigonometry material and interview guides to determine students' creative thinking processes. The research subjects consisted of two class X high school students with different cognitive styles, namely field independent and field dependent with both students being male. The research results of students with field independent and field dependent cognitive styles fulfill each step or stage of the creative thinking process in solving trigonometry problems. In the problem solving process there are differences in choosing the ideas used to solve the problem.
Berpikir Visual Siswa SMA dalam Memecahkan Masalah Dimensi Tiga Berdasarkan Gaya Kognitif Field Dependent dan Field Independent Fran Susanto; Tatag Yuli Eko Siswono; Ismail Ismail
EDUKASIA: Jurnal Pendidikan dan Pembelajaran Vol. 5 No. 1 (2024): Edukasia: Jurnal Pendidikan dan Pembelajaran
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v5i1.1034

Abstract

The aim of the study is to describe students’ visual thinking process in solving third dimensional problems. This research was descriptive study with qualitative approach. Two girls students with the higher rank in mathematics’ test and representing a student with field dependent cognitive style and a student with field independent cognitive style were selected as the research subject. The data were collected by giving third dimensional problems test based on Polya’s steps of problem solving and interviews. The student’s visual thinking is described based on looking, seeing, imagining, & showing process. The results shows that FI & FD student were looking & seeing in understanding the problems, seeing & imagining in devising a plan, in carying out the plan, FI student was showing relative short steps, but FD student was showing right solution in different steps. In looking back, both students was not showing a looking back process.
Proses Berpikir Kreatif Siswa dalam Menyelesaikan Masalah Matematika Tipe Ill-Structured Ditinjau dari Kemampuan Matematika Aniqotul 'Atiyah; Ismail Ismail
MATHEdunesa Vol. 13 No. 3 (2024): Jurnal Mathedunesa Volume 13 Nomor 3 Tahun 2024
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v13n3.p959-978

Abstract

This qualitative descriptive research aims to describe the creative thinking process of junior high school students in solving ill-structured type mathematics problems on Two-Variable Linear Equation System (TVLES) topics in terms of mathematical abilities. The instruments used are the Mathematics Ability Test (MAT), Problem Solving Task (PST), and interview guidelines. The subjects in this study consisted of 3 middle school students in class VIII even semester with high, medium, and low mathematics abilities who had learned TVLES material. Creative thinking process data were obtained through MAT, which were analyzed based on the stages of creative thinking according to Siswono (2008). The interview results were analyzed by condensing data, presenting data, and drawing conclusions. The results of this research show that the creative thinking processes of students with different mathematical abilities have different characteristics. Ill-structured problems can encourage students to think creatively by generating more than one solution idea. At the stage of synthesizing ideas, students with high mathematical abilities relate the information on the problem to TVLES learning experiences and daily experiences, and students with moderate mathematical abilities relate the information to learning experiences of arithmetic operations and daily experiences. In contrast, students with low mathematical abilities only relate the information with experience learning arithmetic operations.  At the idea building stage, students with high and moderate mathematical abilities can come up with 2 ideas, students with low mathematical abilities only come up with 1 idea. At the planning stage of implementing ideas, students with high mathematical abilities are productive in choosing ideas to be used, while students with low mathematical abilities are not productive in choosing ideas to be used. At the stage of applying ideas, students with high, medium and low abilities solve problems well and correctly and come up with new ideas because they have never had an ill-structured problem before but the ideas they have are different. The results of this research highlight the importance of considering students' creative thinking processes in developing learning materials.
Analisis Kesalahan Pemodelan Matematika Siswa SMK dalam Menyelesaikan Masalah Kontekstual Ditinjau dari Kemampuan Matematika Della Utary Putri; Ismail Ismail
MATHEdunesa Vol. 15 No. 3 (2026): Jurnal Mathedunesa Volume 15 Nomor 3 Tahun 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v15n3.p728-745

Abstract

The low mathematical modeling ability of vocational high school students is an issue that needs special attention, especially regarding the errors that occur at each stage of mathematical modeling. This study aims to describe the mathematical modeling errors of high, medium, and low-ability vocational high school students in solving contextual problems on arithmetic sequences and series. This study is a descriptive study with a qualitative approach conducted in the even semester of the 2025/2026 academic year. The research subjects consisted of three 10th grade vocational high school students, each representing high, medium, and low mathematical abilities, selected based on the results of a mathematical ability test using purposive sampling techniques. Data were collected through mathematics ability tests, problem-solving assignments, and in-depth interviews. Data analysis used seven indicators of mathematical modeling stage errors adapted from Blum and Kaiser, Ndii, Lutvaidah, and Masfiyah and Shodikin. The results of the study show that high-ability student demonstrate excellent mastery of almost all stages of modeling and do not make procedural errors. However, at the stage of making modeling assumptions, they have not yet demonstrated an explicit conceptual understanding of the limitations of mathematical models. Student with average abilities completed all stages with correct models and final answers without substantive errors, but their conceptual understanding of modeling assumptions was not yet fully in-depth. Low-ability student made errors in several indicators, particularly in the use of variables, making assumptions, and accuracy in calculations, although they were still able to determine the month of target achievement. These findings indicate that differences in ability levels affect the depth of conceptual understanding and the systematic nature of students' mathematical modeling processes.
Co-Authors Afifa Nur Arofa Ahmad Junaidi Hutama Putera Aini Ayuning Tias Aisyah Najma Kamilah Andinny Nur Rizky Prameswari Aniqotul 'Atiyah A’yunin Sofro Della Utary Putri Dini Kinati Fardah Dwi Juniati Endah Budi Rahaju ENDAH BUDI RAHAJU Fajar Wahyu Hidayat Fran Susanto Hasnia Firdaus Izzad Abidi Noor Haykal Maura Noverienda Armelia Mega Teguh Budiarto Mufidatin Anjelina Muhammad Aldi Nanda Ayu Indarasati Ni'amatul Aulia Nur Fitri Nia Nur Fauziyah Nina Prihartiwi Pradana, Mochamad Alfian Mukti Pradnyo Wijayanti Pradyo Wijayanti Saida, Nailis Siti Makrufah Sugi Hartono Susanah Tatag Yuli Eko Siswono Trisna Elimni Delesep Benu Vanesa Pramesuari Afra Kamila Vicky Firdausi Nuzula Zakiatus Qurrotul A'yun