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All Journal SJME (Supremum Journal of Mathematics Education) Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika (JRPIPM) International Journal of Social Science, Educational, Economics, Agriculture Research, and Technology (IJSET) Edukasia: Jurnal Pendidikan dan Pembelajaran MATHEdunesa Noumerico: Journal of Technology in Mathematics Education Indonesian Journal of Mathematics Education
Masriyah
Universitas Negeri Surabaya
Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Development of a Quizizz-Based Interactive Quiz as a Mathematics Learning Evaluation Medium on Statistics Umi Hanifah; Masriyah; Firda Hariyanti; Ayu Silvi Lisvian Sari; Faridatul Ilmiah; Novi Istianah
Noumerico: Journal of Technology in Mathematics Education Vol. 4 No. 2 (2026): Noumerico, September 2026
Publisher : Universitas Islam Tribakti Lirboyo Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33367/jtme.v4i2.9793

Abstract

This study aims to develop a Quizizz-based interactive quiz (Quizizz, now rebranded as Wayground) as a valid, practical evaluation tool for junior high school mathematics on statistics. The research employed the ADDIE model, consisting of analysis, design, development, implementation, and evaluation stages. The developed product contained twenty questions covering data representation, measures of central tendency, data spread, and contextual data interpretation, supported by immediate feedback and teacher-generated response reports. Participants included 30 eighth-grade students at a junior high school in Pasuruan, East Java, Indonesia, one mathematics content expert, and one educational media expert. Data were collected through interviews, expert validation sheets, and a student practicality questionnaire and were analyzed using percentage-based descriptive statistics. The material validity score was 92.5%, the media validity score was 90.0%, and student practicality was 91.3%. These results placed the product in the very valid and very practical categories. The study did not use inferential statistical tests or comparison groups; therefore, it evaluated the product's validity and practicality rather than its effectiveness in improving students’ learning outcomes. The findings indicate that the developed interactive quiz is suitable for limited classroom implementation as an engaging, structured, and feedback-oriented evaluation medium. This study offers a simple framework for integrating gamified digital assessment with statistical literacy tasks in junior high school mathematics learning.
Students' Mathematical Literacy in Solving PISA Model Questions: A Case Study of Systematic and Intuitive Cognitive Style Dikey Putra Utama; Mega Teguh Budiarto; Masriyah
Indonesian Journal of Mathematics Education Vol. 7 No. 1 (2024): Indonesian Journal of Mathematics Education
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/ijome.v7i1.1332

Abstract

This research is a qualitative descriptive study that aims to describe the mathematical literacy of high school students with a systematic and intuitive cognitive style in solving PISA model questions. The cognitive style test, cognitive style inventory, and mathematics ability test were used to select research subjects. One student with a systematic cognitive style and one with an intuitive cognitive style were selected with equivalent mathematical abilities and the same gender. The results of the mathematical literacy test and test-based interviews were used to collect data on students' mathematical literacy. Time triangulation was used to test the credibility of the findings obtained. Data analysis techniques include data reduction, presentation, and drawing conclusions. The research results show that in formulating problems, systematic students identify the information obtained from the two questions in more detail and are more careful in understanding the questions, while intuitive students identify the necessary information to solve the problem in general. In applying problems, systematic students design and use strategies to find solutions, identifying known information from the problem first, while intuitive students create and use strategies to find solutions and solve problems using the concept of comparison. For the interpreting aspect, the two students reinterpreted the mathematical results they obtained into contextual problems, stated the truth of the answers they obtained, and provided arguments to support their answers.
Creative Thinking Processes in Contextual Problem Posing Based On Adaptive And Innovative Cognitive Styles Anggita Auni; Masriyah; Ali Shodikin
Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika (JRPIPM) Vol. 10 No. 1 (2026): JRPIPM APRIL 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jrpipm.v10n1.p120-141

Abstract

This study aims to describe the creative thinking processes of junior high school students in posing contextual mathematical problems of social arithmetic material with cognitive styles. A qualitative descriptive approach was employed. The subjects were two eighth-grade students with equivalent mathematical abilities but different cognitive styles, identified through a cognitive style questionnaire and a mathematics ability test. Data were collected using post-solution problem-posing tasks, video-based observations, and semi-structured interviews. The analysis focused on students’ creative thinking processes with indicators of fluency, flexibility, and originality through four stages: preparation, incubation, illumination, and verification. The findings show that both adaptive and innovative students experienced all stages of the creative thinking process. In the preparation stage, students were able to understand and solve the initial problem. During incubation, ideas emerged from the given information, prior knowledge, and personal experiences, accompanied by revisions of initial ideas. In the illumination stage, both students demonstrated fluency and flexibility in posing contextual problems, while originality appeared in problems that modified perspectives or objectives beyond routine calculations. Differences were observed in the characteristics of the posed problems. The adaptive student tended to develop problems within existing structures, whereas innovative student was more inclined to modify conditions and generate less structured problems. In the verification stage, both students rechecked the logic, numerical accuracy, and solutions of the posed problems. These findings indicate that there are differences in the characteristics of students' creative thinking processes in posing contextual mathematical problems in different cognitive styles.
Co-Authors Abadi Abdul Hafidz Abdul Haris Rosyidi Ali Shodikin Anggita Auni Astin Anas Auliaul Haque Ayu Silvi Lisvian Sari Ayu Silvi Lisvian Sari Ayu Silvi Lisvian Sari Dikey Putra Utama Endah Budi Rahaju Faridatul Ilmiah Firda Hariyanti Firda Hariyanti Galih Kurniadi Ismail Jayanti Putri Purwaningrum Jessica Dwi Nur Cahyani Mega Teguh Budiarto Muhammad Rizal Rizqullah Novi Istianah Nurus Saadah Setianingsih, Rini Syafiul Muzid Tatag Yuli Eko Siswono Umi Hanifah Umi Hanifah Yurizka Melia Sari Zulfa Qurrotu Ain