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All Journal JPPM (JURNAL PENELITIAN DAN PEMBELAJARAN MATEMATIKA) Al Ishlah Jurnal Pendidikan Jurnal PAJAR (Pendidikan dan Pengajaran) Malikussaleh Journal of Mathematics Learning (MJML) MES: Journal of Mathematics Education and Science Budapest International Research and Critics in Linguistics and Education Journal (Birle Journal) Jurnal Fibonaci: Jurnal Pendidikan Matematika Jurnal Pengabdian Masyarakat Bidang Sains dan Teknologi Jurnal Pendidikan dan Pengabdian Masyarakat International Journal of Trends in Mathematics Education Research (IJTMER) Jurnal Sains Student Research
Imelda Imelda
Department Of Mathematics Education, Universitas Katolik Santo Thomas SU, Medan,20132
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Validity and Reliability Analysis of a Contextual Problem-Based Essay Test For Mathematical Critical Thinking on Cubes and Rectangular Prisms Imelda; Izwita Dewi; KMS Muhammad Amin Fauzi
Jurnal PAJAR (Pendidikan dan Pengajaran) Vol. 10 No. 4 (2026): July
Publisher : Laboratorium Program Studi Pendidikan Guru Sekolah Dasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33578/pjr.v10i4.1580

Abstract

This study aimed to develop and evaluate a contextual problem-based essay test for assessing students' mathematical critical thinking skills on the topics of cubes and rectangular prisms. A quantitative descriptive design was employed involving 30 ninth-grade students from SMPN 31 Medan during the pilot-testing stage. Prior to implementation, the instrument was evaluated by expert validators to establish content validity. Empirical item validity was analyzed using the Pearson Product–Moment correlation coefficient, while internal consistency reliability was estimated using Cronbach's Alpha. The findings showed that all essay items met the criterion of empirical validity and that the instrument demonstrated moderate internal consistency, indicating its suitability for preliminary classroom assessment and pilot testing. The developed instrument assesses higher-order cognitive processes based on Facione's critical thinking framework, including interpretation, analysis, evaluation, inference, and explanation, through authentic contextual geometry problems. This study contributes to mathematics education by providing a contextually relevant assessment instrument with preliminary psychometric evidence that can support teachers in implementing authentic assessment of mathematical critical thinking skills. The findings also provide a foundation for future large-scale validation studies aimed at developing standardized assessment instruments for mathematics education.
Analisis Kemampuan Komunikasi Matematis Siswa pada Materi Statistika: Bukti Keterbatasan dalam Representasi dan Penjelasan Prosedural Imelda Imelda; Katty Widya Sari Situmorang; Sinta Dameria Simanjuntak
Jurnal Penelitian dan Pembelajaran Matematika Vol 19, No 2 (2026): JPPM (Jurnal Penelitian dan Pembelajaran Matematika) Volume 19 Nomor 2 Agustus
Publisher : Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62870/jppm.v19i2.39501

Abstract

Mathematical communication is a fundamental skill that enables students to express, interpret, and justify mathematical ideas effectively. However, many students still experience difficulties in communicating their mathematical thinking, particularly in statistics learning. This study aims to analyze the mathematical communication ability of eighth-grade students in solving statistical problems. A quantitative descriptive approach was employed involving 34 students from a junior high school. Data were collected through a mathematical communication test consisting of essay questions designed to measure students’ ability to state mathematical information, explain problem-solving procedures, and represent mathematical ideas. The results reveal that students’ mathematical communication ability is critically low. Only 39.28% of students were able to identify relevant mathematical information, while none of the students (0%) could clearly explain the problem-solving steps, and only 3.0% demonstrated correct mathematical representation. These findings indicate that students face significant challenges, particularly in articulating reasoning and constructing systematic explanations. This study highlights the urgent need for instructional strategies that explicitly support the development of students’ mathematical communication, especially in explaining procedures and representing statistical concepts.
Co-Authors Elpita Cyndi Claudia Simarmata Izwita Dewi Jose Andre Katty Widya Sari Situmorang KMS Muhammad Amin Fauzi Masriyah Masriyah Masriyah Masriyah Masriyah Masriyah Melika Silalahi Ribka Kariani Br Sembiring Rina Pasaribu Simanjuntak, Sinta Dameria Tatag Yuli Eko Siswono