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All Journal Pendidikan Dasar JRPM (Jurnal Review Pembelajaran Matematika) Pi: Mathematics Education Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal Pendidikan Matematika (Kudus) Jurnal Cendekia : Jurnal Pendidikan Matematika Prima: Jurnal Pendidikan Matematika FIBONACCI: Jurnal Pendidikan Matematika dan Matematika Jurnal Abdi: Media Pengabdian Kepada Masyarakat Jurnal Penelitian Pendidikan Matematika dan Sains Journal of Mathematics Education and Science Dharmas Education Journal (DE_Journal) Edukasia: Jurnal Pendidikan dan Pembelajaran Akuntansiku Prosiding Konferensi Nasional Penelitian Matematika dan Pembelajarannya Pi: Mathematics Education Journal MATHEdunesa Journal of Medives: Journal of Mathematics Education IKIP Veteran Semarang Journal on Mathematics Education International Journal of Review in Mathematics Education
Rini Setianingsih
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Humanities Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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Proses Berpikir Kreatif Siswa SMP Dalam Menyelesaikan Open–Ended Problem ditinjau dari Tingkat Berpikir Kreatif : Studi Deskriptif Kualitatif Indan Afifah Rahmawati; Setianingsih, Rini; Sulaiman, Raden
Journal of Mathematics Education and Science Vol. 8 No. 1 (2025): Journal of Mathematics Education and Science
Publisher : Universitas Nahdlatul Ulama Sunan Giri Bojonegoro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32665/james.v8i1.4521

Abstract

Students' level of creativity influences their creative thinking processes. Students with different levels of creativity tend to demonstrate variations in how they approach creative thinking. This study is a qualitative research with a descriptive approach, aiming to describe the creative thinking processes of junior high school students in solving open-ended mathematical problems. The subjects of this study consisted of three students: one with a highly creative thinking level, creative thinking level, and moderately creative thinking level. Data were collected through written tasks involving mathematical problem solving and follow-up interviews. The results revealed that the student with a highly creative thinking level demonstrated strong abilities in integrating various sources of information, generating ideas independently and flexibly, and producing accurate solutions. The student with a creative thinking level was able to construct and plan ideas effectively but tended to use familiar strategies without further exploration, resulting in correct yet less innovative solutions. Meanwhile, the student with a moderately creative thinking level was only able to generate a single, simple idea, used familiar strategies without systematic planning, and produced inaccurate solutions while lacking the ability to evaluate the outcomes effectively. The results of this study can be implemented in mathematics learning by providing students with opportunities to develop their creative ideas through open-ended problems, encouraging the exploration of various problem-solving strategies, and creating a learning environment that values original and flexible thinking processes.
PROFIL METAKOGNISI SISWA SMA DALAM MENYELESAIKAN SOAL CERITA PADA MATERI SISTEM PERSAMAAN LINEAR TIGA VARIABEL DITINJAU DARI KEMAMPUAN MATEMATIKA Loka, Anggun Vita; Setianingsih, Rini
JURNAL PENELITIAN PENDIDIKAN MATEMATIKA DAN SAINS Vol. 5 No. 1 (2021): Vol. 5, No. 1 (2021)
Publisher : Faculty of Mathematics and Natural Sciences, Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jppms.v5n1.p37-42

Abstract

Abstrak ” Metakognisi dapat membantu siswa untuk meningkatkan keterampilan berpikirnya. Hal ini dikarenakan siswa sadar terhadap proses berpikirnya sendiri dan siswa dapat mengevaluasi hasil dari proses berpikirnya. Sehingga siswa dapat memperkecil kesalahan dalam menyelesaikan suatu masalah serta dapat mengatur rencana yang tepat dalam menyelesaikan suatu masalah. Dengan demikian siswa yang melibatkan metakognisinya dalam menyelesaikan suatu masalah akan jauh lebih baik proses belajarnya. Tujuan penelitian ini untuk mendeskripsikan profil metakognisi siswa SMA dalam menyelesaikan soal cerita pada materi sistem persamaan linear tiga variabel dengan kemampuan matematika tinggi, sedang dan rendah. Penelitian ini adalah penelitian deskriptif kualitatif yang dilaksanakan pada kelas XI SMAN 1 Kota Probolinggo tahun ajaran 2020/2021. Subjek yang dipilih yaitu satu subjek yang masing-masing mewakili kemampuan matematika tinggi, sedang dan rendah. Cara memilih seorang subjek yang mewakili satu kemampuan matematika tinggi, sedang dan rendah yaitu subjek yang memiliki dominan pada kemampuan matematika tersebut. Instrumen penelitian terdiri dari tes kemampuan matematika, tes soal cerita dan pedoman wawancara. Hasil penelitian menunjukkan bahwa subjek dengan kemampuan matematika tinggi dalam memahami soal cerita dapat melaksanakan aktivitas metakognisi merencanakan (planning), memantau (monitoring), dan mengevaluasi (evaluating) pada tahap memahami masalah, membuat rencana pemecahan masalah, melaksanakan rencana pemecahan masalah dan memeriksa kembali hasil yang diperoleh. Subjek dengan kemampuan matematika sedang dan rendah dalam memahami soal cerita dapat melaksanakan aktivitas metakognisi merencanakan (planning), memantau (monitoring), dan mengevaluasi (evaluating) pada tahap memahami masalah, membuat rencana pemecahan masalah, melaksanakan rencana pemecahan masalah namun tidak pada tahap memeriksa kembali hasil yang diperoleh.Kata kunci: Metakognisi, Soal Cerita, Sistem Persamaan Linear Tiga Variabel, Kemampuan Matematika.Abstract ” Metacognition can help students improve their thinking skills. This is because students are aware of their own thinking processes and students can evaluate the results of their thinking processes. So that students can minimize errors in solving a problem and can set the right plan in solving a problem. Thus students who involve their metacognition in solving a problem will have a much better learning process. The purpose of this study was to describe the metacognition profile of high school students in solving storyproblems on three-variable linear equation system material with high, medium and low math abilities. This research is a qualitative descriptive study conducted in class XI of SMAN 1 Kota Probolinggo in the academic year 2020/2021. The selected subject is one subject, each of which represents high, medium and low math abilities. How to choose a subject that represents a high, medium and low math ability, that is, a subject that has dominance in that math ability. The research instrument consisted of a math ability test, astory question test and an interview guide. The results showed that subjects with high mathematical skills in understanding story problems could carry out planning, monitoring, and evaluating activities at the stage of understanding the problem, making problem-solving plans, implementing problem-solving plans and reexamining the results. which is obtained. Subjects with moderate and low mathematical skills in understanding story problems can carry out planning, monitoring, and evaluating activities at the stage of understanding the problem, making problem-solving plans, implementing problem-solving plans but not at the re-checking stage. the results obtained.Keywords: Metacognition, Story Questions, Three Variable Linear Equation Systems, Mathematics Ability.
Proses Berpikir Kreatif Siswa SMA dalam Menyelesaikan Masalah Kontekstual Materi Barisan Aritmetika Syifa'uliyah, Syifa’uliyah; Siswono, Tatag Yuli Eko; Setianingsih, Rini
EDUKASIA Jurnal Pendidikan dan Pembelajaran Vol. 4 No. 2 (2023): 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.v4i2.533

Abstract

Contextual problems are non-routine problems that are related to real or daily life in the form of story questions, so that students are able to apply various contextual problems in learning mathematics. In solving contextual problems, it will be different from one student to another, this is because the creative thinking of each student is not the same. Creative thinking is the process of coming up with many ideas/possible answers of a problem, which has aspects of fluency, originality, and flexibility to generate the ideas. While the stages of creative thinking are: 1) synthesizing ideas, 2) building ideas, 3) planning ideas, and 4) implementing ideas. This research is a descriptive study with a qualitative approach that aims to describe the creative thinking of high school students in solving contextual problems in class X based on the level of creative thinking (creative and creative enough). The subjects in this study were 2 (two) students based on the level of creative thinking. Data collection was done in written form (Creative Thinking Test) and interview. Based on the results of research on creative thinking of high school students in solving contextual problems, information was obtained that: a) students with a creative level of thinking (creative) carry out steps in determining concepts, ideas sourced from everyday experience, generating different ideas from each problem with various patterns, determine and develop strategies to implement ideas based on the information received, but there are a few obstacles in implementing the final problem, but already have a strong concept, even though it is not shown how big the prize is through the stages of synthesizing ideas, building ideas, planning ideas, and implement ideas. b) students with a level of creative thinking (sufficient) carry out steps to recall arithmetic sequence formulas, based on the information obtained in the problem, generate different ideas/patterns based on the knowledge received by students during learning, determine and organize the ideas used, but not thorough in answering the questions, but the ideas given are correct and appropriate and not answering the final problem through the stages of synthesizing ideas, building ideas, planning ideas, and implementing ideas. The implication of this research in mathematics education and learning is to find out the steps for students' creative thinking, knowledge and strategies in solving contextual problems
Analisis Kemampuan Pemecahan Masalah Numerasi Siswa Berdasarkan Tingkat Kecemasan Matematis Susanti, Seftyana Ayu; Budiarto, Mega Teguh; Setianingsih, Rini
JRPM (Jurnal Review Pembelajaran Matematika) Vol. 8 No. 1 (2023)
Publisher : Department of Mathematics Education, Faculty of Tarbiyah and Teacher Training, UIN Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/jrpm.2023.8.1.18-32

Abstract

The descriptive study analyzed the skills of vocational school students with low, medium, and high levels of mathematical anxiety in terms of their problem-solving abilities. It used a qualitative approach to examine the various mathematical content strands and scientific contexts of the learners. Its findings were based on the notion of the problem-solving stage by Polya, Newman,  as well as Krulik and Rudnik. The data collected during the study was gathered through a written test, which involved asking the participants to complete a questionnaire about their mathematical anxiety levels before they were asked to solve numeracy problems. The results of the study revealed that students with high levels of anxiety were more prone to experiencing problems with problem-solving. The findings of this study are valuable to mathematics educators and researchers. It is also expected to contribute to the development of effective problem-solving strategies for students.
Multiple Mathematical Representations in Ethnomathematics-Based Realistic Mathematics Education: A Systematic Literature Review Setianingsih, Rini; Prayogo, Mochammad Reval Ardhi Yudi; Putri, Alvinna Mei Yunia
International Journal of Review in Mathematics Education Volume 1 No. 2: June 2026
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijrime.16307

Abstract

Research on ethnomathematics-based Realistic Mathematics Education (Ethno-RME) has grown significantly in recent years, particularly in relation to its potential to support meaningful and culturally grounded mathematics learning. However, there remains limited systematic understanding of how multiple mathematical representations function within this framework, especially in facilitating representational transitions and conceptual understanding. This study aims to synthesize and analyze research on Multiple Mathematical Representations (MMR) within Ethno-RME through a Systematic Literature Review. The review identifies the types of representations employed, their roles in the mathematization process, and their contributions to mathematics learning outcomes. A systematic procedure consisting of planning, conducting, and reporting stages was implemented. Articles were retrieved from the Scopus database using the Publish or Perish tool and selected based on predefined inclusion and exclusion criteria, resulting in ten eligible peer-reviewed studies published between 2016 and 2025. The findings indicate that Ethno-RME consistently promotes the development and coordination of multiple representations, including visual, symbolic, verbal, contextual, and technological forms. Cultural contexts function as meaningful entry points that initiate representational construction and facilitate the transition from informal situational models to formal mathematical abstraction through progressive mathematization. The synthesis further reveals that representational coordination enhances conceptual understanding, problem-solving ability, numeracy skills, creativity, and higher-order thinking. Moreover, mathematical representation emerges as a bridging role linking contextual experience and formal reasoning. Overall, this review establishes that multiple mathematical representations constitute a foundational mechanism within ethnomathematics-based RME, supporting meaningful, culturally grounded, and conceptually robust mathematics learning.  
RELATIONAL REASONING IN MATHEMATICAL PROBLEM SOLVING: A STUDY OF HIGH SCHOOL STUDENTS WITH IMPULSIVE AND REFLECTIVE COGNITIVE STYLES Nur Shuhufil Ula; I Ketut Budayasa; Rini Setianingsih
Prima: Jurnal Pendidikan Matematika Vol. 10 No. 3 (2026): PRIMA : Jurnal Pendidikan Matematika
Publisher : FKIP Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/yeheds69

Abstract

Relational reasoning plays an important role in mathematical problem solving because it allows students to logically connect facts, concepts, principles, and operations to obtain meaningful solutions. However, students still tend to rely on memorized procedures without understanding the relationships between mathematical objects, thus experiencing difficulties in planning and justifying problem solving. This study aims to describe the relational reasoning of high school students with impulsive and reflective cognitive styles in solving mathematical problems on the topic of Three Variable Linear Equation Systems (TVLES). The study used a descriptive qualitative approach with a case study design. The research subjects consisted of two eleventh grade students who had average mathematical abilities and represented impulsive and reflective cognitive styles based onMatching Familiar Figures Test (MFFT). Data were collected through problem solving task (PST) based interviews, validated with time triangulation, and analyzed using the analysis model of Miles et al. (2014). The results showed that both subjects were able to build relationships between facts, concepts, principles, and operations at each stage of Polya's problem solving. However, the characteristics of the reasoning process shown were different. Reflective students understood the problem more carefully, considered alternative strategies, and implemented solutions systematically, while impulsive students worked faster, provided more concise justifications, and corrected errors through trial and error. The research findings indicate that cognitive style influences the characteristics of the relational reasoning process in building and explaining relationships between mathematical objects at each stage of problem solving. The results of this study provide an overview of the characteristics of students' relational reasoning that can be used as a basis for designing mathematics learning that is more appropriate to students' cognitive characteristics. Keywords: Cognitive Style, Impulsive, Mathematical Problem Solving, Reflective, Relational Reasoning
STUDENTS' MATHEMATICAL REPRESENTATION IN SOLVING MATHEMATICAL PROBLEMS THROUGH THE ETHNOMATHEMATICAL CONTEXT OF THE MBAH MAYANG MADU TOMB SITE: A COGNITIVE STYLE PERSPECTIVE Deva Ananda Tuhfatul Faqihati; Raden Sulaiman; Rini Setianingsih
Prima: Jurnal Pendidikan Matematika Vol. 10 No. 3 (2026): PRIMA : Jurnal Pendidikan Matematika
Publisher : FKIP Universitas Muhammadiyah Tangerang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31000/s8mf8f75

Abstract

Students' mathematical representation processes in ethnomathematics contexts from the perspective of cognitive styles remain underexplored, despite the extensive body of research on mathematical representation. In addition, findings from the preliminary study indicated that many students still experienced difficulties in constructing mathematical representations when solving contextual problems. These conditions highlight the need for further investigation into how students with different cognitive styles develop mathematical representations in ethnomathematics based problem solving contexts. This study aimed to describe the mathematical representation processes of female senior high school students in solving contextual geometry problems based on Field Independent (FI) and Field Dependent (FD) cognitive styles. This research employed an exploratory descriptive qualitative approach with a case study design. Two eleventh-grade female students with high mathematical ability were selected based on extreme scores on the Group Embedded Figures Test (GEFT). Data were collected through a Problem-Solving Task (PST) based on the local wisdom of the Mbah Mayang Madu Tomb Site in Lamongan and semi-structured interviews, then analyzed using the Miles et al. (2014)model. Data trustworthiness was established through technique and time triangulation. The findings showed that the FI student demonstrated an efficient-symbolic representation process by independently identifying essential information (disembedding), internalizing sketches into mental imagery, and directly translating verbal information into symbolic representations. In contrast, the FD student exhibited a narrative-visual representation process by relying on verbal descriptions and external visual sketches to construct mathematical models. These findings indicate that cognitive style influences students' mathematical representation processes and should be considered in designing adaptive geometry learning integrated with local cultural contexts. Keywords: Cognitive Style, Ethnomathematics, Field Dependent, Field Independent, Mathematical Representation, Problem Solving.  
Co-Authors AGUNG LUKITO Agus Sugianto Alvianto, Achmad Luthfi Andelia, Id Srifatun Kholifah Anis Farida Jamil Chaidir Iswanaji Chusniah, Elfrida Rif’atul Dayat Hidayat Defi Wulandari, Defi Deva Ananda Tuhfatul Faqihati Dewi Kristanti Dewi, Silvia Kumala Dyah, Nindya Waspaning Emillia Ardhiana Wulandari Erna Setiawati, Erna Faradilla, Anisa'a Fiangga, Shofan Helda Yuniarti Hilda Zulkifli I Ketut Budayasa Indan Afifah Rahmawati Iswana Surawati Janet Trineke Manoy Jannah, Fatiyatul Listianto, Gandi Loka, Anggun Vita Luluk Mahmudah Manuharawati Ma’rifah, Ummi Mega Fatimah Rosana Mega Teguh Budiarto MEILIYAH, AQIDATUL Nur Qomariyah Nur Shuhufil Ula Palupi, Evangelista L W Pradnyo Wijayanti Prayogo, Mochammad Reval Ardhi Yudi Putri, Aline Fatika Putri, Alvinna Mei Yunia Putri, Kharisma Dwisinta RADEN SULAIMAN Retnosari Retnosari, Retnosari Risqi, Erlyanna Nur Rizka Fauziah Rufi'i Salsabiila, Fachru Annisa Sancoko, Candra Seftyana Ayu Susanti Sholli, Amirul Khumaini SUSANTI BM, EKA Sutinah Sutinah Syifa'uliyah, Syifa’uliyah Tatag Yuli Eko Siswono Tigas Laila Nurpratiwi Tjitradi, Suphalo Samuel Utari Nur Masita Mardiyanti WASPANING DYAH, NINDYA Widianti, Mila Zazili Hanafiah