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All Journal AKSIOMA: Jurnal Program Studi Pendidikan Matematika Jurnal Ilmiah Soulmath : Jurnal Edukasi Pendidikan Matematika Buana Matematika : Jurnal Ilmiah Matematika dan Pendidikan Matematika Benchmarking: Jurnal Manajemen Pendidikan Islam Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika (JRPIPM) Jurnal Abdi: Media Pengabdian Kepada Masyarakat Jurnal Anugerah: Jurnal Pengabdian Kepada Masyarakat Bidang Keguruan dan Ilmu Pendidikan Journal Focus Action of Research Mathematic (Factor M) MATHEdunesa Journal of Medives: Journal of Mathematics Education IKIP Veteran Semarang

Susanah

Universitas Negeri Surabaya

Author-ID : 3365931

Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Perbandingan Literasi Matematika Siswa Kelas VIII SMP dalam Pembelajaran Model Eliciting Activities (MEAs) dan Pembelajaran Konvensional Yazid Wafa' As Salafy; Susanah Susanah
MATHEdunesa Vol 11 No 1 (2022): Jurnal Mathedunesa Volume 11 Nomor 1 Tahun 2022
Publisher : Program Studi S1 Matematika UNESA

Literasi matematika merupakan kemampuan seseorang untuk merumuskan, menggunakan, dan menginterpretasikan matematika melalui pembelajaran yang berhubungan dengan.kehidupan.sehari-hari. Penelitian ini bertujuan.untuk menjelaskan perbandingan pembelajaran Model Eliciting Activities (MEAs) dan pembelajaran konvensional dalam literasi matematika siswa kelas VIII SMP. Penelitian ini termasuk dalam penelitian kuasi eksperimen.dengan.desain.nonequivalent.pre-test.dan.post-test control.group.design. Dari hasil rata-rata skor post-test literasi matematika siswa kelas eksperimen adalah 13,81, sedangkan kelas kontrol adalah 7,19. Kemudian untuk hasil rata-rata skor normalized gain literasi matematika siswa kelas eksperimen adalah 0,5253, sedangkan kelas kontrol -0,0006. Berdasarkan pengolahan data diperoleh bahwa terdapat perbandingan literasi matematika siswa yang memperoleh pembelajaran Model Eliciting Activities (MEAs) dengan model pembelajaran konvensional, dan literasi matematika siswa dengan pembelajaran Model Eliciting Activities (MEAs) lebih baik daripada literasi matematika siswa dengan pembelajaran konvensional.

Analisis Representasi Matematis Siswa SMP dalam Memecahkan Masalah Aritmatika Sosial Nurul Diah Puspitasari; Susanah Susanah
MATHEdunesa Vol 11 No 3 (2022): Jurnal Mathedunesa Volume 11 Nomor 3 Tahun 2022
Publisher : Program Studi S1 Matematika UNESA

Representasi matematis adalah produk nyata dari ide atau hubungan antara ide matematika yang dapat disimbolkan, diwakilkan, dan didiskusikan seperti tabel, simbol, dan gambar. Representasi matematis memiliki beberapa jenis representasi yaitu representasi visual, representasi simbol, dan representasi verbal. Representasi matematis dapat digunakan sebagai alat untuk memecahkan masalah dan penggunaan representasi matematis siswa laki-laki dan siswa perempuan dapat berbeda. Jenis penelitian ini adalah penelitian deskriptif kualitatif yang bertujuan untuk mendeskripsikan representasi matematis siswa SMP dalam memecahkan masalah aritmatika sosial. Subjek dari penelitian ini adalah satu siswa laki-laki dan satu siswa perempuan kelas VII SMP yang memiliki kemampuan matematika sedang. Instrumen yang digunakan dalam penelitian ini adalah peneliti sendiri dengan instrumen pendukung yaitu Tes Kemampuan Matematika, Tugas Pemecahan Masalah, dan pedoman wawancara. Hasil yang didapatkan adalah siswa laki-laki maupun siswa perempuan tidak menggunakan representasi visual pada setiap tahap. Pada tahap memahami masalah dan melaksanakan rencana siswa laki-laki maupun siswa perempuan menggunakan representasi simbol dan representasi verbal namun siswa laki-laki kurang dalam menggunakan representasi verbal. Dalam menyusun rencana, siswa laki-laki menggunakan representasi verbal sedangkan siswa perempuan tidak menggunakan representasi apapun, dan pada tahap refleksi, siswa laki-laki dan siswa perempuan melewatkan tahap ini. Oleh karena itu, bagi pembaca yang bekerja dalam bidang pembelajaran untuk siswa diharapkan dapat melatih siswa dengan menggunakan pemecahan masalah yang membutuhkan representasi matematis agar siswa terlatih menggunakan berbagai macam representasi matematis.

Penerapan Goal-Free Problems dalam Pembelajaran Matematika secara Kolaboratif untuk Melatih Kemampuan Siswa dalam Memecahkan Masalah Dimas Bagus Setiawan; Susanah Susanah
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 | DOI: 10.26740/mathedunesa.v12n1.p275-288

This study aims to (1) describe the application of teachers in carrying out mathematics learning with collaborative learning using the Goal-Free Problems strategy. (2) describe student activities while participating in collaborative learning with a goal-free problems strategy. (3) describe students' ability to solve problems after implementing collaborative learning with a goal-free problems strategy. (4) describes students' extraneous cognitive load when applying collaborative learning models with goal-free problems strategies. This research is a descriptive study with a quantitative approach that was carried out in class VIII F of SMP Muhammadiyah 2 Taman. The research instruments used included teacher activity observation sheets, student activity observation sheets, student problem-solving ability test questions, and student response questionnaires. The results showed that the observation of the application of learning by the teacher obtained an average score of 3.81 with very good criteria; student activity obtained a total score of 89.88%, which is classified as active during learning; students' ability to solve problems is classified as good because they get a classical mastery percentage of 79.31%; and 8 out of 10 student response statements got good and very good responses.

High School Students' Combinatorial Thinking in Solving Combinatoric Problems Based on Mathematical Ability Mohamad Haris Khunaifi; Susanah Susanah
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.p450-468

The purpose of this research is to describe the combinatorial thinking of high school students in solving combinatoric problems based on mathematical ability. Combinatorial thinking is a basic thinking ability that must be continuously developed towards critical thinking abilities and skills, so as to build one's knowledge or arguments and experiences. This research is a descriptive study using a qualitative approach. The research subjects consisted of three 16-year-old students who had studied probability material for class X and had high, medium, and low mathematical abilities. The data in this study were obtained through combinatoric problem assignments and task-based interviews. The data obtained will be analyzed by reducing data, presenting data, and drawing conclusions. The results of the study show that: (a) high-ability students' combinatorial thinking starts from Formulas/Expressions â†’ Counting Processes â†’ Sets of Outcomes â†’ Expressions â†’ Counting Processes â†’ Sets of Outcomes â†’ Counting Processes â†’ Sets of Outcomes which fulfills all indicators of the level of combinatorial thinking and using two types of verification strategies. (b) medium-ability students' combinatorial thinking starts from Expressions â†’ Sets of Outcomes â†’ Formulas â†’ Counting Processes â†’ Sets of Outcomes â†’ Counting Processes â†’ Sets of Outcomes which fulfills all indicators of the level of combinatorial thinking and uses one type of verification strategy. (c) low-ability students' combinatorial thinking starts from Expressions â†’ Sets of Outcomes â†’ Counting Processes â†’ Sets of Outcomes in which some indicators of the level of combinatorial thinking are met and do not use verification strategies.

Translasi Representasi Matematis Siswa SMP dalam Menyelesaikan Masalah Ditinjau Berdasarkan Kemampuan Matematika Erni Agustina Sari; Susanah Susanah
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.p506-521

This study aims to analyze the translation of mathematical representations of verbal problems. Three grade VIII students of junior high school were selected as subjects based on the results of the task of translation ability of mathematical representation. Assignments in the form of algebraic problems were given to subjects and then task-based interviews were carried out. The translation indicator of the mathematical representation used to analyze the results of problem solving and interviews consists of four stages, namely unpacking the source, preliminary coordinator, constructing the target, and determining equivalence. The results of this study indicate that high ability students solve problems well. At the unpacking stage, the source is translated using verbal representations, coordinating understanding is translated using visual and symbolic representations, constructing the target goals is translated using symbolic representations, and in determining suitability is translated using verbal representations. Students with ability are solving problems well but there are still errors at the stage of coordinating initial understanding and constructing target goals. Students disassemble the source translated using verbal and symbolic representations, coordinate the initial understanding translated using visual and symbolic representations, construct the target goals translated using symbolic representations, and determine the suitability of being translated using verbal representations. Low ability students cannot continue solving problems. As for the translation of the subject's representation in disassembling the source is translated using verbal representations, coordinating the initial understanding is translated using visual and symbolic representations, not constructing the target goals, and using verbal representations when determining the suitability of being translated.

Profile of Students' Proportional Reasoning in Solving Mathematics Problems Based on Field Independent-Dependent Cognitive Style Riandika Davis Kurnia Putra; Susanah Susanah
MATHEdunesa Vol. 15 No. 2 (2026): Jurnal Mathedunesa Volume 15 Nomor 2 Tahun 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v15n2.p306-327

This study aims to describe the profile of students' proportional reasoning in solving mathematical problems in terms of field independent and field dependent cognitive styles. Proportional reasoning is a logical thinking process in developing strategies that involve understanding covariation and multiplicative relationships in situations of comparing two or more quantities. The subjects of this study were one student with a field independent cognitive style and one student with a field dependent cognitive style who were of the same gender and had the same level of mathematical ability. The instruments used were mathematical problem assignments and interview guidelines. The instruments used have been consulted with the supervising lecturer and validated by partner teachers. The analysis focused on indicators of proportional reasoning: understanding covariation, recognizing proportional situations, applying multiplicative strategies, and using ratios correctly. The results of this study indicated that the independent student demonstrated a strong grasp of covariation, effectively recognized proportional situations, employed unit rate strategies for problem-solving, and accurately understood ratio usage. Conversely, the dependent student also understood covariation but struggled with recognizing proportional situations, could not determine comparison types, used unit rate strategies, and had a less accurate understanding of ratios due to illogical reasoning.

Literasi Matematika Siswa dalam Menyelesaikan Soal Model PISA Ditinjau dari Gaya Kognitif Sistematis-Intuitif Hanum Kholidah Ziya; Susanah Susanah
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.p806-819

Mathematical literacy is an individual's ability to formulate, employ, and interpret mathematical concepts and procedures to solve contextual problems. This study aims to describe students’ mathematical literacy with systematic and intuitive cognitive styles in solving PISA model problems. This study used a descriptive qualitative approach involving two ninth-grade students with different cognitive styles, the same gender, and equivalent high mathematical abilities. Data were collected through PISA model problems and semi-structured task-based interviews, then analyzed through data reduction, data presentation, and conclusion drawing based on PISA mathematical literacy indicators. The results showed that both students fulfilled the three mathematical literacy processes with different characteristics. In the formulate process, systematic students tended to understand problems thoroughly and construct complete mathematical representations, while intuitive students focused on contextual visualization and identifying important information. In the employ process, systematic students used structured solution steps, whereas intuitive students applied practical strategies and intuition. In the interpret process, systematic students evaluated results analytically based on contextual suitability, while intuitive students emphasized practical and visual interpretation. Therefore, cognitive style influences students’ approaches in solving PISA model problems.

Penalaran Proporsional Siswa SMP dalam Pemecahan Masalah Matematika Ditinjau dari Gaya Kognitif Reflektif dan Impulsif Fifin Rafina Yunitasari; Susanah Susanah
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.p613-631

Proportional reasoning is a way of thinking in understanding ratios as relationships between quantities, distinguishing between proportional and non-proportional relationships, linking changes in two quantities in an orderly manner, and using multiplication strategies in proportional situations. One factor that influences proportional reasoning is cognitive style. This study is a descriptive study with a qualitative approach that aims to describe the proportional reasoning of junior high school students in solving mathematical problems based on reflective and impulsive cognitive styles. The subjects of this study were two eighth-grade students, each representing reflective and impulsive cognitive styles. Data were collected through mathematical problem-solving task, and task-based interview guidelines. The results showed differences in proportional reasoning activities between reflective and impulsive students. Reflective students identified ratios by writing and interpreting comparisons as representations of relationships between quantities. They recognized proportional relationships by explaining that changes in one quantity were multiples of another and by distinguishing situations that maintained constant ratios from those that did not. Covariation analysis was carried out by systematically linking proportional changes between quantities. In developing informal strategies, reflective students applied unit rates by converting ratios into per-unit forms and using them consistently until the solution was rechecked. In contrast, impulsive students identified ratios by stating comparisons and immediately using them for initial calculations. Proportional relationships were recognized by maintaining fixed ratios during problem solving. Covariation analysis was demonstrated through proportional linking of quantities, although early inaccuracies occurred and were later corrected. The informal strategy most frequently used by impulsive students was the scale factor, determined through multiplication or division, followed by rechecking the results.

Berpikir Kritis Siswa dalam Menyelesaikan Soal AKM Konten Geometri Ditinjau dari Gaya Kognitif Field Dependent dan Field Independent Alfaini Hidayatul Lail; Susanah Susanah
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.p746-764

Critical thinking is an essential element in mathematics learning as it relates to students’ mental processes in understanding, analyzing, and solving problems logically and systematically, particularly in contextual tasks such as the minimum competency assessment (AKM). This study aimed to describe the process of students’ critical thinking based on Field Independent and Field Dependent cognitive styles in solving AKM geometry problems. This research employed a descriptive qualitative approach. The research subjects consisted of one student with a Field Dependent cognitive style and one student with a Field Independent cognitive style. Data were collected through AKM numeracy tasks on geometry content and semi-structured task-based interviews. Data were analyzed based on indicators of the critical thinking process, including interpretation, analysis, inference, evaluation, explanation, and self-regulation. The results showed that the student with a Field Independent cognitive style demonstrated a complete and consistent critical thinking process across all aspects, as evidenced when students categorize relevant information, analyze problems systematically, perform calculations according to appropriate procedures, examine evidence, draw logical conclusions, and apply self-regulation through reviewing and correcting errors. Meanwhile, the student with a Field Dependent cognitive style demonstrated only some aspects of the critical thinking, particularly inference, evaluation, and explanation, while experiencing limitations in interpretation, analysis, and self-regulation The findings imply that mathematics learning should accommodate differences in students’ cognitive styles by providing more structured guidance for Field Dependent students, particularly in interpreting information, organizing problem-solving procedures, and developing self-regulation skills when solving contextual mathematical problems.

Berpikir Reflektif Siswa dalam Menyelesaikan Masalah Geometri Ditinjau dari Gaya Kognitif Verbalizer-Visualizer 'Adiilah Qurratul 'Aini; Susanah Susanah; Janet Trineke Manoy
MATHEdunesa Vol. 16 No. 1 (2027): Jurnal Mathedunesa Volume 16 Nomor 1 Tahun 2027
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v16n1.p38-56

Reflective thinking is plays an important role in the process of understanding, analyzing, evaluating, and improving problem-solving strategies. Meanwhile, the verbalizer-visualizer cognitive style influences the way students receive and process information, thus potentially forming differences in reflective thinking patterns when solving geometry problems. The purpose of this study is to describe students' reflective thinking in solving geometry problems in terms of verbalizer and visualizer cognitive styles. This study is a descriptive study using a qualitative approach. The subjects consisted of two ninth-grade junior high school students who have verbalizer and visualizer cognitive styles. The research data were obtained through geometry problem-solving tests and task-based interviews. The data obtained were analyzed by condensing the data, presenting the data, and drawing conclusions. The results of the study show that: (a) students with a verbalizer cognitive style in suggestion, students explain their initial idea using key words in the text; in intellectualization, they look for the meaning of confusing words by rereading the problem; in guiding ideas, they use their initial idea to write down the dimensions of geometric shapes sequentially; in reasoning, they explain the solution steps using word descriptions; in testing hypotheses by action, they test their answers by comparing calculation results and explaining the conclusions they write. (b) students with a visualizer cognitive style in suggestion, explain their initial ideas through pictures and visualizations; in intellectualization, they look for the meaning of words by looking at pictures and redrawing them; in guiding ideas, they use their initial ideas to gather information through pictures; in reasoning, they explain their solution steps by connecting calculations with visualizations and correcting miscalculations. In hypothesis testing by action, students verify their answers by comparing their calculations and explaining their final conclusions based on the revised results. Thus, reflective thinking and the verbalizer-visualizer cognitive style are useful in learning to understand students' problem-solving processes.

Co-Authors 'Adiilah Qurratul 'Aini A. Fuad Abd Al-Baqie Agung Lukito Ahmad Wachidul Kohar Alfaini Hidayatul Lail Asiyatun Nihayah Budi P. Prawoto Cecylia May Cahyani Dayat Hidayat Dimas Bagus Setiawan Dini Kinati Fardah Dwi Juniati Dwi Juniati Erni Agustina Sari Evangelista Lus Windyana Palupi Fiangga, Shofan Fifin Rafina Yunitasari Hanum Kholidah Ziya Ismail Ismail Ismail, Ismail Janet Trineke Manoy Lestariningsih Lukman Jakfar Shodiq Masriyah Masriyah Mega Teguh Budiarto Mochammad Sofyan Sauri Mohamad Haris Khunaifi Nina Prihartiwi Nurul Diah Puspitasari Pradnyo Wijayanti Ratna Febriyanti Riandika Davis Kurnia Putra Saniaturochmah Yazid Wafa' As Salafy Yuliani Puji Astuti

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