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All Journal JPMS (Jurnal Pendidikan Matematika dan Sains) Journal of Education and Learning (EduLearn) Kreano, Jurnal Matematika Kreatif-Inovatif E-Dimas: Jurnal Pengabdian kepada Masyarakat Al-Jabar : Jurnal Pendidikan Matematika KALAMATIKA Jurnal Pendidikan Matematika JMPM: Jurnal Matematika dan Pendidikan Matematika Jurnal Inovasi Hasil Pengabdian Masyarakat (JIPEMAS) JPM : Jurnal Pendidikan Matematika Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika (JRPIPM) Jurnal ABDINUS : Jurnal Pengabdian Nusantara Jurnal Penelitian Pendidikan Matematika dan Sains SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Edumatica: Jurnal Pendidikan Matematika MATHEdunesa Jurnal Pendidikan Progresif Mathematics Education Journal
Abdul Haris Rosyidi
Universitas Negeri Surabaya
Humanities Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Industrial & Manufacturing Engineering Library & Information Science Mathematics Social Sciences Other

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Improving Islamic Boarding School Teacher’ Competence in Designing AI-Based Assessment of Critical Thinking Skills Masriyah; Rosyidi, Abdul Haris; Saadah, Nurus; Hafidz, Abdul; Hanifah, Umi; Hariyanti, Firda; Sari, Ayu Silvi Lisvian
MATHEdunesa Vol. 15 No. 1 (2026): Jurnal Mathedunesa Volume 15 Nomor 1 Tahun 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v15n1.p127-133

Abstract

This study reports a structured capacity-building program designed to improve Islamic boarding school teachers’ competence in designing AI-based assessments for critical thinking skills. The intervention was carried out with 91 teachers across 14 school subjects at a large pesantren —a traditional Islamic educational institution that integrates religious and national curricula—in East Java, Indonesia. The program integrated three components: (i) foundational understanding of generative AI, (ii) explicit mapping of higher-order thinking indicators (analysis, inference, evaluation), and (iii) co-construction of assessment tasks and analytic rubrics through guided prompt engineering. A one-group pretest–posttest design was used to evaluate teacher learning gains. Results demonstrate a very large improvement in teachers’ assessment design knowledge and skills, with mean scores increasing from 37.75 (pretest) to 90.49 (posttest), and a statistically significant t-value (t = 29.49, p < .01). Survey findings also indicate strong positive perceptions of AI usefulness, relevance, and feasibility. Teachers were able to generate authentic HOTS tasks contextualized to Islamic and local cultural values, accompanied by clear rubrics for evaluating evidence-based reasoning. The study concludes that AI-assisted design can meaningfully accelerate teacher capacity to design higher-order assessments in faith-based educational settings, provided that AI is used as a scaffold for human reasoning, not as an answer generator. Implications for scaling professional development and institutionalizing AI-embedded assessment innovation in pesantren contexts are discussed
Literasi Matematis Peserta Didik SMP Tipe AQ Climber dalam Menyelesaikan Soal PISA Konten Bilangan Ditinjau dari Jenis Kelamin Khusnulkhotimah, Ayu Widya; Rosyidi, Abdul Haris
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.p274-291

Abstract

Mathematical literacy involves the processes of formulating, employing, and interpreting to solve real-life problems. However, students' mathematical literacy skills, particularly in the quantity content of the PISA, remain low, indicating difficulties in understanding information and integrating mathematical concepts into real-life contexts. Furthermore, differences in students' persistence in solving these problems suggest that Adversity Quotient (AQ) plays an important role in understanding students’ mathematical literacy. Climber-type are optimistic, persistent, and strive to solve problems thoroughly. These characteristics are in line with the demands of PISA problems that are complex and contextual, requiring high-level reasoning. This study aims to describe the mathematical literacy of junior high school students in solving PISA problems in the Quantity content based on the AQ category (Climber) and gender (male and female). This study employed a case study approach involving two students. Data were obtained through the Adversity Response Profile questionnaire, mathematical literacy tests, and interviews, then analyzed through condensation, presentation, and drawing conclusions. The results showed that in the formulating stage, male and female students identified mathematical elements and determined a mathematical model. In the employing stage, male students used the strategy of equating the price. Meanwhile, female students used the strategy of dividing the area by the price. In the interpreting stage, male students reinterpreted the calculation results into the context of the problem and explained the results in a reasonable way. Meanwhile, female students did not reinterpret the calculation results into the context of the problem correctly and did not explain the results in a reasonable way. Therefore, it is recommended that teachers provide scaffolding to help students, especially those who experience difficulties at the interpretation stage, and further research is expected to be able to examine in more depth the factors that influence these difficulties.
From computation to justification: Prospective mathematics teachers’ conceptions of proof in learning limits Purnomo, Heri; Rosyidi, Abdul Haris; Wijayanti, Pradnyo; Abdullah, Abdul Halim
Al-Jabar: Jurnal Pendidikan Matematika Vol 17 No 2 (2026): Al-Jabar: Jurnal Pendidikan Matematika
Publisher : Universitas Islam Raden Intan Lampung, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ajpm.v17i2.30888

Abstract

Purpose: This study investigated the conceptions of proof of prospective mathematics teachers’ learning limits, with a particular focus on how these conceptions were manifested in representational activity. Method: A qualitative teaching-research design was used to collect data from 82 first-year prospective mathematics teachers enrolled in a Calculus I course at a public university in Indonesia. The main data were prospective mathematics teachers’ written responses to an ε–δ limit proof task, classroom discussions, and reflective teaching notes. Data was analysed using iterative, thematic coding and constant comparative analysis, following a representational-epistemic framework. Findings: Four qualitatively different conceptions of proof were identified: proof as computation, proof as algebraic procedure, proof as formal display, and proof as logical argument. Most participants used computational or procedural approaches and a small proportion of participants constructed logically coherent deductive arguments. The results indicate that prospective mathematics teachers’ difficulties are not only related to algebraic manipulation but also to understanding the epistemic function of proof in university mathematics. Specifically, ε–δ notation was often taken as a formality of notation rather than as a relational structure for reasoning. Significance: The study adds to research on the secondary–tertiary transition in mathematics education by demonstrating the relationship between prospective mathematics teachers' representational practices and different conceptions of proof. The findings are also relevant to designing introductory calculus instruction to support prospective mathematics teachers’ transition from verifying procedures to deductive justification.
Co-Authors Abdul Hafidz Abdullah, Abdul Halim Adelia, Dhynda Alvita Wulansari Ani, Suki Isffi Aulia Rahmah Cholis Sa’dijah Dini Kinati Fardah Evangelista Lus Windyana Palupi Firda Hariyanti Fitroni, Wildan Gusti Uripno Hamid, Rizky Maulana Heri Purnomo Hermawan, Shelvi Magreta Hikmah, Fita Amidanal I Made Sulandra Ika Kurniasari Ismail Khusnah, Khotimatul Khusnulkhotimah, Ayu Widya Maharani, Elyzabeta Marya MASRIYAH Masriyah Nabiila, Silvi Mi’rojun Nurul Fadilah, Nurul Pradnyo Wijayanti PRAMESTI, PUTRI Prihartiwi, Nina Rinda Putri, Taszkia Aulia Rahaju, Endah Budi Rahmadhani, Yanti Nur Rini Setianingsih Rosyidin, Muhammad Ali Saadah, Nurus Sari, Ayu Silvi Lisvian Sari, Silvia Novita Sa’dijah, Cholish Solikhah, Pradnya Paramitha Subanji Subanji Tatag Yuli Eko Siswono Umi Hanifah Widiastuti, Endang Yayuk Sri Yanti Nur Rahmadhani Yuniarti, Salsadila Rahma Yurizka Melia Sari zuraidha, fransisca nur