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All Journal Journal on Mathematics Education (JME) Jurnal Infinity Kreano, Jurnal Matematika Kreatif-Inovatif Pendidikan Dasar Widya Cendika Journal on Mathematics Education (JME) Penggunaan Media Sains Flipbook dalam Pembelajaran IPA di Sekolah Dasar Jurnal Riset Pendidikan Matematika Pedagogi : Jurnal Penelitian Pendidikan AKSIOMA: Jurnal Program Studi Pendidikan Matematika Delta-Pi : Jurnal Matematika dan Pendidikan Matematika Edu Sains: Jurnal Pendidikan Sains dan Matematika EDU-MAT: Jurnal Pendidikan Matematika JIPMat (Jurnal Ilmiah Pendidikan Matematika) AKSIOMA E-Dimas: Jurnal Pengabdian kepada Masyarakat Al-Jabar : Jurnal Pendidikan Matematika Prosiding SI MaNIs (Seminar Nasional Integrasi Matematika dan Nilai-Nilai Islami) Math Didactic: Jurnal Pendidikan Matematika Al Ishlah Jurnal Pendidikan AKSIOLOGIYA : Jurnal Pengabdian Kepada Masyarakat MUST: Journal of Mathematics Education, Science and Technology Juring (Journal for Research in Mathematics Learning) ELSE (Elementary School Education Journal) : Jurnal Pendidikan dan Pembelajaran Sekolah Dasar Numeracy : Jurnal Ilmiah Pendidikan Matematika Jurnal Tadris Matematika JPMI (Jurnal Pendidikan Matematika Indonesia) Beta: Jurnal Tadris Matematika Malikussaleh Journal of Mathematics Learning (MJML) JURNAL EDUCATION AND DEVELOPMENT Jurnal Pendidikan Matematika (JUDIKA EDUCATION) Jurnal Inovasi Hasil Pengabdian Masyarakat (JIPEMAS) SJME (Supremum Journal of Mathematics Education) Jurnal Cendekia : Jurnal Pendidikan Matematika Jurnal Basicedu International Journal of Elementary Education MAJAMATH: Jurnal Matematika dan Pendidikan Matematika JIPI (Jurnal Ilmiah Penelitian dan Pembelajaran Informatika) ANARGYA: Jurnal Ilmiah Pendidikan Matematika M A T H L I N E : Jurnal Matematika dan Pendidikan Matematika Transformasi : Jurnal Pendidikan Matematika dan Matematika Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika (JRPIPM) JURNAL PEMBELAJARAN DAN MATEMATIKA SIGMA (JPMS) Ideas: Jurnal Pendidikan, Sosial dan Budaya Jurnal Review Pendidikan Dasar : Jurnal Kajian Pendidikan dan Hasil Penelitian Proximal: Jurnal Penelitian Matematika dan Pendidikan Matematika Journal of Applied Science, Engineering, Technology, and Education Jurnal Penelitian Pendidikan Matematika dan Sains Southeast Asian Mathematics Education Journal Budapest International Research and Critics in Linguistics and Education Journal (Birle Journal) Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences Studies in Learning and Teaching Jurnal Lebesgue : Jurnal Ilmiah Pendidikan Matematika, Matematika dan Statistika JURNAL PENDIDIKAN SAINS SOSIAL DAN AGAMA EMTEKA: Jurnal Pendidikan Matematika SCIENCE : Jurnal Inovasi Pendidikan Matematika dan IPA Pedagogy : Jurnal Pendidikan Matematika Jurnal Cakrawala Pendas Edukasia: Jurnal Pendidikan dan Pembelajaran Jurnal Basicedu Journal of Innovation and Research in Primary Education Jurnal Ilmiah Ilmu Terapan Universitas Jambi MATHEdunesa Journal of Medives: Journal of Mathematics Education IKIP Veteran Semarang International Journal of Emerging Research and Review Indonesian Journal of Mathematics Education Journal An-Nafs: Kajian Penelitian Psikologi EduInovasi: Journal of Basic Educational Studies JRAMathEdu (Journal of Research and Advances in Mathematics Education) Journal of Mathematical Pedagogy (JOMP) Jurnal Elementaria Edukasia Jurnal Infinity Jurnal Tadris Matematika Mathematics Education Journal Journal on Mathematics Education AKSIOMA SJME (Supremum Journal of Mathematics Education) Journal of the Indonesian Mathematics Education Society
Tatag Yuli Eko Siswono
Department Of Mathematics Education, Universitas Negeri Surabaya, Indonesia
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Public Health Social Sciences Other

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The Creative Thinking Ability of MTs Students in Solving One Variable Linear Inequality Problems Viewed from Mathematics Anxiety Maulida Aulia; Siswono, Tatag Yuli Eko; Harini, Novita Vindri
Journal of the Indonesian Mathematics Education Society Vol. 3 No. 1 (2025): Journal of the Indonesian Mathematics Education Society
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jimes.v3n1.p44-56

Abstract

This study aims to describe the creative thinking abilities of Madrasah Tsanawiyah (MTs) students in solving problems in the material of one variable linear related to the level of mathematical anxiety. The approach used was qualitative descriptive involving three students from class VIII of MTs Al-Ibrohimi Gresik who were selected by purposive sampling based on low, medium, and high levels of mathematical anxiety. The research instruments included a mathematical anxiety questionnaire, a mathematical creative thinking ability test, and interview guidelines. Based on the results of data analysis, students with low anxiety levels showed fulfillment of the four indicators of creative thinking, namely fluency, flexibility, originality, and elaboration so that they were classified in the category of very creative. Participants with moderate anxiety met two indicators, namely flexibility and elaboration, which indicated a sufficient level of creativity. Meanwhile, students with high anxiety only met one indicator, namely flexibility, and were classified as less creative. The results of this study show a tendency to decline the ability to think creatively along with the increasing level of students' mathematical anxiety in the process of solving mathematical problems.
Creative Thinking of Junior High School Students in Solving Fraction Problems: Insights from Polya’s Problem-Solving Steps Hanifah, Mifthaqul; Siswono, Tatag Yuli Eko; Harini, Novita Vindri; Ching, Ong Khye
Journal of the Indonesian Mathematics Education Society Vol. 3 No. 2 (2025): Journal of the Indonesian Mathematics Education Society
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jimes.v3n2.p68-77

Abstract

This study aims to analyze the creative thinking ability of junior high school students in solving mathematical problems on fractions material based on Polya's procedure. This research used a descriptive qualitative approach with the subject of two students who were selected purposively. The research instruments were problem solving questions based on Polya's four steps and interview guidelines to explore students' creative thinking processes. Data analysis was based on three indicators of mathematical creativity, namely fluency, flexibility, and novelty. The results showed that both subjects were able to understand the problem and identify relevant information, but there were differences in the problem-solving strategies used. The subject tends to use one conventional strategy without exploring other alternatives, so it has not met the indicators of flexibility and novelty. Meanwhile, the subject was able to generate several ideas and try various solution strategies, thus fulfilling the indicators of fluency, flexibility, and novelty. In addition, it was found that difficulties in understanding the concept and visual representation of fractions also affected students' creative thinking process. This finding confirms the importance of implementing open problem-based learning and systematic use of Polya's procedures to develop students' creative thinking skills, especially on fraction materials. The results of this study are expected to be a reference for teachers in designing mathematics learning strategies that are more innovative and according to the needs of students in junior high schools.
Creative Thinking Ability of Junior High School Students in Solving Open-Ended Problems on Plane Geometry Ardiansyah, Dicky; Siswono, Tatag Yuli Eko; Harini, Novita Vindri; Heng, Limalin
Journal of the Indonesian Mathematics Education Society Vol. 3 No. 2 (2025): Journal of the Indonesian Mathematics Education Society
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jimes.v3n2.p88-96

Abstract

This study aims to analyze the creative thinking abilities of Junior High School students in solving open-ended mathematical problems. Creative thinking ability is an essential aspect of mathematics, particularly when solving problems that require varied solutions. This research employs a descriptive qualitative approach involving five seventh-grade students. Data were collected through open-ended problem-solving tests and interviews. The analysis was conducted by identifying indicators of creative thinking, such as fluency, flexibility, and novelty, based on students’ responses. The results show that students’ creative thinking abilities vary. Some students were unable to produce multiple different solutions (flexibility). Elaborating on their answers also posed a challenge for 60% of the students. This study provides implications for the development of mathematics learning that emphasizes enhancing students’ creative thinking abilities through open-ended problems.
Mathematical Creativity: A Systematic Review of Current Research on Eye-Tracking Technology Farman; Siswono, Tatag Yuli Eko; Lukito, Agung; Dewi, Ratna Sari; Ndayizeye, Oscar; Hali, Fitriyani
Journal of Applied Science, Engineering, Technology, and Education Vol. 7 No. 3 (2025)
Publisher : PT Mattawang Mediatama Solution

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35877/454RI.asci4167

Abstract

Recent empirical research on mathematical creativity using eye-tracking (ET) technology has faced challenges in developing comprehensive overviews due to the diversity of tools, task types, ET metrics, and identification methods. Thus, this systematic review attempts to examine studies that focus on mathematical creativity and incorporate ET technology. Guided by Newman and Gough’s seven-step approach, a Scopus database search covering publications up to 2024 identified five eligible empirical studies collected for this study. The review reveals that researchers employed two primary types of eye trackers: screen-based trackers, which are affordable and unobtrusive, and eye-tracking glasses, which enable participants to engage in paper-and-pencil tasks while moving naturally. To stimulate creative thinking, the studies utilized open-ended mathematical tasks—particularly geometry-based multiple solution tasks (MST) and visual modeling tasks—that encourage divergent exploration. In analyzing creative processes, researchers combined ET metrics such as fixation duration, fixation count, and scan paths with gaze-overlaid videos, offering complementary insights into visual attention patterns and idea development. Additionally, several studies integrated ET with stimulated recall interviews (SRI), allowing participants to reflect on their strategies and deepening the interpretation of cognitive processes. This methodological combination effectively captures both visual behaviors and participants’ reflections, highlighting the complexity of creative thinking in mathematics and offering guidance for future research and instructional practice.
Using Cognitive Diagnostic Assessment to Inform Differentiated Instruction in Elementary Place Value Concepts Puspita, Dhesta Nurdana; Wiryanto; Siswono, Tatag Yuli Eko
Journal of Innovation and Research in Primary Education Vol. 5 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i1.2559

Abstract

Place value understanding is a fundamental prerequisite for advanced mathematical learning, yet elementary students often demonstrate heterogeneous comprehension that challenges uniform teaching approaches. This study examines the use of cognitive diagnostic assessment (CDA) to identify student learning profiles and inform differentiated instruction in Indonesian elementary mathematics. A mixed-methods descriptive design involved 12 fourth-grade students at SD Negeri Jubellor, East Java. Data were collected through structured interviews and a five-item diagnostic test on place value concepts. Psychometric properties were analyzed using ANATES, while student performance was categorized into high (≥98%), moderate (64–97%), and low (<64%) understanding levels. The assessment showed strong psychometric quality with item correlations between 0.815–0.876 (p<0.01) and high reliability (α=0.87). Difficulty analysis indicated balanced distribution, with one very easy item (20%) and four moderately difficult items (80%). Results revealed heterogeneous profiles: 25% low understanding, 42% moderate, and 33% high. Students with low understanding struggled with reading multi-digit numbers and place value beyond thousands. Those at the moderate level demonstrated competency up to ten thousands but faced difficulties at hundred thousands and contextual applications. High-achieving students mastered place value comprehensively, including real-world applications. These findings demonstrate that CDA not only identifies specific learning gaps but also provides actionable insights for planning targeted instructional pathways. Strengthening this diagnostic–instructional alignment is essential to ensure responsive teaching that supports all learner profiles, particularly in bridging conceptual gaps among students at the moderate and low understanding levels.
Elementary Students' Difficulties in Adding Fractions: A Computational Thinking Analysis Agustin, Halimah Nur; Mariana, Neni; Siswono, Tatag Yuli Eko; Wiryanto
Journal of Innovation and Research in Primary Education Vol. 5 No. 1 (2026)
Publisher : Papanda Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jirpe.v5i1.2753

Abstract

This study analyzes elementary students’ difficulties in understanding fraction addition through the framework of computational thinking (CT). Fractions are widely recognized as one of the most challenging mathematical concepts for young learners due to their abstract nature and multiple representations. The purpose of this study is to identify students’ specific difficulties across the four CT dimensions; decomposition, pattern recognition, abstraction, and algorithmic thinking in the context of fractional addition. The research employed a qualitative descriptive design involving 19 sixth-grade students from an elementary school in Mojokerto, Indonesia. Data were collected through classroom observations, diagnostic tests, and semi-structured interviews. Findings show that 78.9% of students struggled with abstraction, 73.7% with decomposition, 68.4% with algorithmic thinking, and 63.2% with pattern recognition. Students frequently applied whole-number reasoning, failed to identify equivalence patterns, and were unable to construct systematic solution procedures. These results indicate that students’ difficulties are multidimensional and stem from insufficient scaffolding in linking conceptual understanding with procedural fluency. The study suggests that CT-based instructional strategies can strengthen students’ structural reasoning and support deeper learning of fraction concepts.
Menilai Kualitas Tugas Matematika Buatan Guru SMP dengan Stimulus Soal Berbasis Literasi dan Numerasi yang Menumbuhkan Berpikir Kritis Siswa Ismail, Ismail; Siswono, Tatag Yuli Eko; Masriyah, Masriyah; Abadi, Abadi
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.p72-80

Abstract

Questions that encourage students to construct meaning and build mental connections tend to foster critical thinking skills. Previous research on junior high school mathematics teachers shows that, in reality, teachers often have not been successful in teaching students to think critically; instead, they focus more on teaching the subject matter content alone. The problem concerns how to improve the quality of mathematics tasks designed by junior high school mathematics teachers in Pasuruan Regency, and whether the tasks developed by teachers have already fostered students’ critical thinking skills. One effort that teachers can undertake is to use literacy- and numeracy-based problem stimuli in the tasks given to students. However, the development of literacy- and numeracy-based questions that can enhance critical thinking skills has not yet been well mastered by mathematics teachers. Therefore, they need to engage in direct, interactive activities with experts in mathematics education, particularly in the field of critical thinking. Through the workshop on critical thinking–oriented learning for junior high school mathematics teachers in Pasuruan Regency, it is expected that teachers will be able to design literacy- and numeracy-based problem stimuli to be used in critical thinking–oriented mathematics instruction at the junior high school level. The results of the teacher mentoring activities in designing mathematics tasks with literacy- and numeracy-based problem stimuli for critical thinking–oriented mathematics learning at the junior high school level are as follows: 16 out of 19 participants (84%) produced stimuli that were well designed based on literacy and numeracy, containing sufficient information to develop questions that trigger students’ critical thinking skills; 2 out of 19 participants (10.5%) produced stimuli that were fairly well designed based on literacy and numeracy, containing limited information to develop questions that stimulate students’ critical thinking skills; and 1 out of 19 participants (5%) produced stimuli that were poorly designed based on literacy and numeracy, containing no information that could develop questions to stimulate students’ critical thinking skills. Based on the questionnaire results, 53.8% of participants strongly agreed and 46.2% agreed that the workshop materials could be easily understood and applied; 76.9% strongly agreed and 23.1% agreed that the workshop materials were delivered in a well-structured and systematic manner; 84.8% strongly agreed and 15.4% agreed that the resource person mastered the material presented; 61.5% strongly agreed and 38.5% agreed that the resource person presented the material clearly and sequentially; 69.2% strongly agreed and 30.8% agreed that the answers provided by the resource person to participants’ questions were very clear; and 38.5% strongly agreed, 46.2% agreed, while only 15.4% disagreed that the duration of the training was appropriate.
USING THE MOORE'S THEORY TO EXPLAIN PRESERVICE TEACHERS’ DIFFICULTIES IN PROVING OF THE TRIANGLE SUM THEOREM Hartono, Sugi; Siswono, Tatag Yuli Eko; Ekawati, Rooselyna; Bonyah, Ebenezer
Jurnal Ilmiah Ilmu Terapan Universitas Jambi Vol. 9 No. 1 (2025): Volume 9, Nomor 1, March 2025
Publisher : LPPM Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/jiituj.v9i1.36349

Abstract

This study aims to analyze the difficulties of preservice teachers’ in proving the triangle sum theorem. The method of this study is used a qualitative method with 58 of preservice mathematics teacher studying for a Bachelor of Education degree in Universitas Negeri Surabaya, Indonesia. The authors analysed the written responses to a 1 item worksheet and also conducted interviews with seven of the participants. The analysis of the data was guided by Moore’s theory which was used to identify difficulties of preservice teachers’ in proving of the triangle sum theorem. The results showed that still many of preservice teachers still difficulties in proving of the triangle sum theorem. There were 38% of preservice teachers who answered correctly and 62% of preservice teachers answered incorrectly in compiling proof. It was found that several preservice teachers had difficulties in compiling proofs, namely 30 preservice teachers had difficulty understanding the concept, 2 preservice teacher's did not understand the language and mathematical notation and 4 preservice teacher's had difficulty starting the proof. The novelty of this research is introducing a new theoretical analysis related to the difficulty in proving the fundamental theorem of geometry, namely Moore's theory. This study recommends that preservice teacher’s should be given solution through scaffolding to help preservice teacher's understand the concept of proof so that students can compiling proofs with correct.
Co-Authors ABADI Abadi Abadi Abadi Abdul Haris Rosyidi Abdul Haris Rosyidi Abdul Haris Rosyidi ADINDA SURYA PUTRI, NOVIEA Agung Lukito AGUNG LUKITO Agustin, Halimah Nur Ahmad Wachidul Kohar Ain Putri Rustini Ainurrohmah, Indah Ajeng Rara Veronica Alfiati Oktaaviarina Alista Hariyanti Amalina, Ijtihadi Kamilia Amalina, Ijtihadi Kamilia Aminah Ekawati Amirudin, Mochammad Amirudin, Mochammad Anis Shobikhah Aniskurnia Rahmadhani Fajerin Ardiansyah, Dicky Ari Mawanto Arief Budi Wicaksono Armeria Wijaya, Armeria Aryo Andri Nugroho Asma Johan Atik Wintarti Aulia Kholifatul Khasanah Auliya, Ahmad Sulthan AYU SEPTYANI, DWI Ayu Wulandari, Hilaria Yesieka Bahrudin, Eko Rahmad Bonyah, Ebenezer Cahyati, Vania Idelia Ching, Ong Khye Chusnul Fadlilah Defi Imamatus Sholikha Deka Anjariyah Devya, Lenthera Mega Dewi Setianingsih Dini Kinati Fardah Dita, Farah Dovina Meilisa Nur Fadilla Dwi Juniati Dwi Juniati Dwi Juniati Dwi Nur Yunianti DWI SISWANTORO, MAHMUD Ekawati , Rooselyna Elvita Novia Dinawati Ely Susanti Endah Budi Rahaju Endang Suprapti Endri Puji Lestari Evangelista Lus Windyana Palupi Evy Novia Nanda Artama Fachry Abda El Rahman FARIHATUS SADIYAH, IHDA Farman FATIMA AZZAHRO, ELOK Fatimatul Khikmiyah Fauzi, Habibillah Achmad Putra Fiangga, Shofan FILLAH FR, ASHDAQ Fitmawati, Entya Esa FITRIYAH, NUR Fitriyani Hali, Fitriyani Fran Susanto Galih Kurniadi Galih Kurniadi HABIB MANAN, MUHAMMAD Hanifah, Mifthaqul Harini, Novita Vindri Heng, Limalin Hikmah, Nur Hidayatul I Ketut Budayasa Ida Dwijayanti Ihsani, Ulynnuha Aulia Ijtihadi Kamilia Amalina Ika Dwi Retnowati Ika Kurniasari Ika Kurniasari Imelda Imelda Imelda Imelda Imelda Imelda Indarasati, Nanda Ayu Ismail Ismail Ismail, Ismail Jamhari Jamhari Jayanti Putri Purwaningrum Julia Ayu Wulandari Kai-Lin Yang Karomah, Syarifatul Kartikawati, Wahyu Khoirun Nisa khusnul khotimah kiki ratnaning arimbi Kurnia Widyaningsih Laikha Sari Lenthera Mega Devya M. Fauzan Asy'ari M. Ulul Albab M. Zaenal Muttaqin MACHMUDAH, AMIROTUL Manuharawati Marpaung, Dian Wahyu Masriyah Masriyah MASRIYAH Masriyah Masriyah Masriyah Masriyah Masriyah Masriyah Masriyah Masriyah Maulida Aulia Mega Teguh Budiarto Meryansumayeka Meryansumayeka Mochammad Amirudin Moh. Hafiyusholeh Mudinillah, Adam Muh. Rizal Muhamad Alfian Efendi Muhammad Arif Fathoni muhtarom Muhtarom Muhtarom Muhtarom Murwaningsih, Wuri Indah Nabilah Kartika Sukmawati Nanda Ayu Indarasati Nanik Kurnia Sugiarti Ndayizeye, Oscar Neni Mariana Noerdiana, Azizah Firdha Nurdin Nurdin Nurul Laili Nuswantoro, Ari Wahyudi Nyimas Aisyah Oktaviana Ainun Ratnawati Oktaviana Ainun Ratnawati Oktaviana, Dwi Livia Pertiwi, Rizky Dian Pradnyo Wijayanti Puspita, Dhesta Nurdana Putra, Misel Rajasyah Hadi Putri Dwi Naryaningsih Rachma Mufidah, Latifah Nuryah Rahaju, Endah Budi Rahman, Fatchiyah Rahmatika, Ismi Ramlah Ramlah Ramlah Ramlah Ratna Sari Dewi Ria Pusvita Sari Rini Setianingsih Rita Lefrida Rooselyna Ekawati ROYHAN, MUHAMMAD Rusydah Kamilah SANDI SETIAWAN, ARI Savirra Tazkia Sendi Ramdhani Setia Putri Ayu Ramadani Setianingsih, Rini Sipayung, Tetty Natalia Siti Khabibah Siti Khoiriyah Siti Maghfirotun Amin Siti Mistima Maat Siti Munawaroh Sri Wahyuni Sugi Hartono Sugi Hartono Sugi Hartono, Sugi Suhendra Panca Wardhana Susanto, Fran Sutinah Syafiul Muzid Syamsu Alam SYAMSU ALAM Syarifatul Maf’ulah Syifa'uliyah, Syifa’uliyah Syifa’uliyah Syifa'uliyah tazkia, savirra Tri Dyah Prastiti Tri Rezeki, Irma Setiawati Tria Bitara Ucu Rahayu Ulul Azmi Uripno, Gusti Uswatun Hasanah Uzlifatul Hasanah Uzlifatul Hasanah Vania Idelia Cahyati Wahyuni, Anik Sri Wiryanto Wiryanto Wiryanto Wiryanto Wiryanto Wiryanto Wiryanto Wiwik Andriani Wulan Puspitasari Wulandari, Hilaria Yesieka Ayu Wuri Indah Murwaningsih Yatim Riyanto Yulia Puji Astuti Yumiati YUSUF FUAD Zahri, Mohammad Zulnaidi, Hutkemri