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All Journal Jurnal Pengajaran MIPA Journal on Mathematics Education (JME) International Journal of Education Jurnal Pengajaran Matematika dan Ilmu Pengetahuan Alam Delta-Pi : Jurnal Matematika dan Pendidikan Matematika International Journal on Emerging Mathematics Education (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Edusentris: Jurnal Ilmu Pendidikan dan Pengajaran
Utari Sumarmo
Universitas Pendidikan Indonesia, Bandung
Arts Humanities Education Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Physics Social Sciences Other

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KEMAMPUAN DAN DISPOSISI BERPIKIR LOGIS, KRITIS, DAN KREATIF MATEMATIK Sumarmo, Utari; Hidayat, Wahyu; Zukarnaen, Rafiq; Hamidah, Hamidah; Sariningsih, Ratna
Jurnal Pengajaran MIPA Vol 17, No 1 (2012): JPMIPA: Volume 17, Issue 1, 2012
Publisher : Faculty of Mathematics and Science Education, Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18269/jpmipa.v17i1.36048

Abstract

ABSTRAKArtikel ini melaporkan temuan dari kelompok desain postest kontrol eksperimental yang dilakukan pada tahun 2011 untuk menyelidiki matematika logis siswa, berpikir kritis, dan kreatif dan disposisi. Studi ini melibatkan 76 siswa dari kelas-11 dari SMA di Cimahi. Penelitian ini menggunakan tiga macam tes dan skala disposisi yaitu: matematika berpikir logis dan tes skala disposisi, tes berpikir kritis matematika dan skala disposisi, dan uji pemikiran matematika kreatif dan skala disposisi. Studi ini menemukan bahwa tidak ada perbedaan kemampuan berpikir logis dan matematis diposition, matematika kemampuan berpikir kritis dan diposition, dan matematika disposisi berpikir kritis siswa diajarkan oleh pembelajaran berbasis masalah dan berpikir-bicara-menulis strategi (PBL-TTW) dan mahasiswa diajarkan dengan mengajar konvensional. Siswa 'kemampuan berpikir matematis logis diklasifikasikan sebagai media, siswa kemampuan berpikir matematis logis tergolong cukup baik, dalam disposisi siswa umum' digolongkan sebagai media. Studi ini juga menemukan bahwa siswa diajarkan oleh ajaran konvensional mencapai nilai yang lebih baik pada kemampuan berpikir kreatif matematika daripada siswa diajarkan oleh PBL-TTW. Namun, mereka yang kemampuan berpikir masih tergolong kurang baik. Temuan penting lainnya adalah tidak ada hubungan antara pemikiran logis matematika dan matematika kemampuan berpikir kritis, berpikir logis antara matematika dan matematika kemampuan berpikir kritis, dan di antara kemampuan berpikir matematis dan disposisi.ABSTRACTThis article reports the findings from a postest experimental control group design conducted in 2011 to investigate students’ mathematical logical, critical, and creative thinking and disposition. The study involves 76 students of grade-11 from a senior high school in Cimahi. The study employs three kinds of tests and disposition scales those are: mathematical logical thinking test and disposition scale, mathematical critical thinking test and disposition scale, and mathematical creative thinking test and disposition scale. The study found that there was no difference of mathematical logical thinking ability and diposition, mathematical critical thinking ability and diposition, and mathematical critical thinking disposition of students taught by problem based learning and think-talk-write strategy (PBLTTW) and students taught by conventional teaching. Students’ mathematical logical thinking ability was classified as medium, students’ mathematical logical thinking ability was classified as fairly good, in general students’ disposition were classified as medium. The study also found that students taught by conventional teaching attained better grade on mathematical creative thinking ability than students taught by PBL-TTW. However, those thinking ability were still classified as less than good. The other findings were there were not association between mathematical logical thinking and mathematical critical thinking abilities, between mathematical logical thinking and mathematical critical thinking abilities, and among mathematical thinking abilities and disposition.
PENDEKATAN METAKOGNITIF UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR REFLEKTIF MATEMATIS SISWA SMA Nindiasari, Hepsi; Kusumah, Yaya Sukjaya; Sumarmo, Utari; Sabandar, Jozua
Edusentris Vol 1, No 1 (2014): Maret
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (448.394 KB) | DOI: 10.17509/edusentris.v1i1.136

Abstract

Penelitian ini bertujuan menelaah peranan pendekatan metakognitif, level sekolah, dan kemampuan awal matematik, terhadap pencapaian dan peningkatan kemampuan berpikir reflektif matematiksiswa SMA. Studi ini adalah bagian dari satu penelitian disertasi yang melibatkan 201 siswa yang berasal dari tiga SMA dari level tinggi, sedang, dan rendah di Tanggerang. Studi mengambil disain pretes-postes dan kelompok kontrol dan memberikan tes kemampuan awal matematik dan tes kemampuan berpikir reflektif matematik. Studi menemukan bahwa terhadap pencapaian dan peningkatan kemampuan berpikir reflektif matematik, pendekatan metakognitif memberikan peran terbesar dibandingkan dengan peran pembelajaran biasa, peran level sekolah dan peran kemampuan awal matematik. Akan tetapi peran kemampuan awal matematik bersifat tidak konsisten terhadap pencapaian dan peningkatan kemampuan berpikir reflektif matematik. Temuan lainnya adalah secra keseluruhan dan pada tiap level sekolah, pencapaian dan peningkatan kemampuan berpikir reflektif matematik, siswa yang mendapat pembelajaran dengan pendekatan metakognitif lebih baik dari pada siswa yang memperoleh pembelajaran biasa. Selain itu ditemukan pula tidak ada interaksi antara pendekatan pembelajaran dan level sekolah dan antara pendekatan pembelajaran dan kemampuan awal matematik terhadap pencapaian dan peningkatan kemampuan berpikir reflektif matematik.Kata kunci:pendekatan metakognitif, berpikir reflektif matematik.
The Improvement of Students’ Mathematical Reasoning Ability and Mathematical Resillience using Contextual Teaching and Learning Assya, Lily Aulin; Putra, Harry Dwi; Sumarmo, Utari
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 8 No. 1 (2025): VOLUME 8 NUMBER 1, MARCH 2025
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v8i1.24645

Abstract

This research is motivated by the low mathematical reasoning ability of students which is indicated by the difficulty in understanding math problems in the form of story problems, as well as the level of mathematical resilience of students in one of the private junior high schools in Indramayu towards mathematics subjects. The purpose of this study was to determine the effectiveness of Contextual Teaching And Learning Based on Augmented Reality learning which is seen based on the increase in students' mathematical reasoning abilities through Contextual Teaching And Learning Based on Augmented Reality learning And to find out the level of students' mathematical resilience. This research was conducted at a private junior high school based on an Islamic boarding school in Indramayu. The research was conducted in class IX using 2 available classes, namely class IX A with 28 students as the Experimental class and class IX B with 26 students as the Control class. This study uses a mix method with explanatory sequential design. The instruments used in this study include mathematical reasoning ability test instruments on the material of curved side space shapes and mathematical resilience scales. The results of this study indicate that Contextual Teaching and Learning based on Augmented Reality is effective in improving students' mathematical reasoning abilities and achieving student learning completion.
Improving Students’ Mathematical Creative Thinking and Resillience Using Eliciting Activities Approach Susilawati, Lia; Afrilianto, M.; Sumarmo, Utari
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 8 No. 1 (2025): VOLUME 8 NUMBER 1, MARCH 2025
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v8i1.24711

Abstract

The ability of students in mathematics especially in creative thinking and resillience is still low. This reseacrch aimed to overcome the low ability of students mathematical creative thinking and resillience using eliciting activites approach and also to analyze the role of model eliciting activities (MEAs) on students’ mathematical creative thinking (MCT) and mathematical resillience. The method used in this research is a qualitative-quantitative method with quasi-experimental control group design. Subjects of this research are 30 students of 11th grade which selected randomly from 4 classess majoring agribusiness and holticultura in SMKN 4 Padalarang. Instruments of this research are mathematical creative thinking test ability (MCTA), a mathematical resillience scale (MR), and a student’s opinion on MEAs. The results of this research found that students getting treatment with MEAs attained better grade on MCTA than the grades of students taught by sciencetific approach (SA) eventough both grades were still at low-medium level. On MR, there was no different grades between students on both teaching approaches, and those grades were at medium-fairly good level. Besides that, the research found that students realized some difficulties in solving MCTA tasks, and there was no association between MCTA and MR.  the facts found in this research concluded that the use of eliciting activities approach could improve the ability of students’ mathematical creative thinking and resilience.
Exploratory Data Analysis on Mathematics Learning Difficulties for Junior High School Students/MTs on Solving Story Problems in Terms of Gender Yusnita, Irra; Sumarmo, Utari; Fitriani, Nelly
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 8 No. 1 (2025): VOLUME 8 NUMBER 1, MARCH 2025
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v8i1.25262

Abstract

Mathematics subjects at various levels of education are still considered difficult. One of the mathematical skills that students still lack mastery of is mathematical communication. Otherwise in mathematics learning, as explained in NCTM, "communication is a fundamental element of mathematics learning," which means that communication is a basic element in mathematics learning. Mathematical story problems are a form of problem in mathematical communication competence. Moreover, based on the PISA report, with low language skills, students' ability to solve story problems also becomes much more difficult. This purpose study are to indentify and analyze the difficulties of junior high school students in solving math story problems and alternatives to overcome them, and also demography analyze these difficulties based on gender, age and elementary school educational background. Utilizing an Exploratory Data Analysis (EDA) approach, data were collected from 291 students in grades 7, 8, and 9. The findings indicate that most students struggle with understanding the text of word problems, identifying relevant information, and modelling mathematical problems. Further analysis reveals that 9th-grade students, particularly those older, encounter more complex challenges but demonstrate better problem-solving abilities. Gender differences were observed in learning strategies, with female students tending to use more structured strategies such as note-taking or diagramming.
Implementation of Open-Ended Approach to Improve Mathematical Creative Thinking Skills and Self-Efficacy Ihwana, Mirna; Putra, Harry Dwi; Sumarmo, Utari
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 8 No. 2 (2025): VOLUME 8 NUMBER 2, JUNE 2025
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v8i2.25613

Abstract

This study looks at mathematical thinking and self-efficacy, which is a wonderful idea because everyone needs to be innovative and creative to keep up with technology advancements in the age of society 5.0. Additionally, each student's self-efficacy may rise as a result. The study employed quantitative methodologies, with a sample size of thirty individuals for both the experimental and control groups. The researchers developed two instruments to facilitate the measurement of abilities. One of the instruments is a test with questions that are intended to assess the creative mathematical thinking skills of the subjects, including Agility (flexibility), Authenticity (originality), and Details (elaboration). Based on the study's findings, it can be concluded that the research findings indicate that students taught mathematics through the Open-Ended approach demonstrated a higher level of development of creative mathematical thinking skills compared to those taught through traditional approaches. end up outperforming others who were educated utilizing conventional approaches. The research discussion results revealed that students who were taught mathematics using an Open-Ended approach demonstrated a greater development in creative mathematical thinking abilities than those who were taught using a conventional method. This conclusion was reached based on the research findings and the debate that followed. completed the task more successfully than those instructed using conventional ways. The study's results and the discussion that followed led to the conclusion that, in terms of developing students' potential for mathematical creativity, there was no connection between the learning technique and students' baseline mathematical proficiency. There is no correlation between beginning mathematical competency and learning methodologies and increasing pupils' self-efficacy, according to research and discussion.
Development of Student Worksheets to Improve the Ability of Mathematical Problem Posing Putra, Harry Dwi; Herman, Tatang; Sumarmo, Utari
International Journal on Emerging Mathematics Education IJEME, Vol. 1 No. 1, March 2017
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijeme.v1i1.5507

Abstract

Activities posing and solving a problem are important parts in mathematics, so the problem posing is an activity that was instrumental in mathematical thinking and become an important part in solving the problem. This type of research is research and development that aims to develop student worksheets through scientific approach with what if not strategy. The research method consists of stages: literature study, observation, interviews, development of student worksheets, assessment of two experts, and restricted trial to the eleventh grade students in SMAN 2 Cimahi, SMAN 3 Cimahi, and SMAN 4 Cimahi. Based on the findings, it was concluded that the student worksheets through scientific approach with what if not strategy load some activities including observing, questioning, trying, reasoning, and concluding. The activity of questioning using what if not strategy involves changing data, adding data, changing data with the same question, or changing question with the same data. The student worksheets also presented some contextual problems in accordance with the experience of students. After tested using worksheet, the improvement of student mathematical problem posing in the three schools was in moderate criteria.
The Relationship Between Mathematical Reasoning Ability and Self-Efficacy on Junior High School Students Sari, Laras Mawar; Sumarmo, Utari; Supriatna, Tatang
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 8 No. 3 (2025): VOLUME 8 NUMBER 3, SEPTEMBER 2025
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v8i3.23932

Abstract

This research is motivated by the significance of mathematical reasoning in problem solving, while self efficacy is considered to influence its development. The objective of this study is to the level of mathematical reasoning ability and self efficacy while also investigating the relationship between these two variables in SPLDV material. The study employs a quantitative approach with a correlational design. The research participants numbered 32 people from class VIII at a junior high school in Karawang Regency. Data collection was done using a mathematical reasoning ability test and a self efficacy questionnaire, both of which were analyzed through descriptive and inferential statistics. The descriptive analysis provides an overview of students mathematical reasoning ability and self efficacy levels, while the inferential analysis applies the Pearson Product Moment correlation test to determine the relationship between the two variables. The descriptive analysis revealed that the average score for students mathematical reasoning ability was 40.63, lacing it in the moderate category, indicating that not all indicators of mathematical reasoning were well achieved. The average self efficacy score was 86.34, which also falls within the moderate range. The inferential analysis showed a strong and significant relationship between mathematical reasoning ability and self efficacy, with a correlation coefficient value of 0,803 and Sig.(2-tailed) = 0,000 where 0,000 < 0.05. This reveals the greater the students self efficacy, the better their ability in mathematical reasoning.
Improving Mathematical Problem Solving Skills and Self-Confidence of Junior High School Students Using A Problem Based Learning Rindiani, Hesti; Sumarmo, Utari; Afrilianto, M
(JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING Vol. 8 No. 3 (2025): VOLUME 8 NUMBER 3, SEPTEMBER 2025
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/jiml.v8i3.27133

Abstract

Problem solving ability is one of the skills that need to be developed in students. The background of this study is based on the results of preliminary observations which show that students' problem solving skills and self confidence are still low, one of which is caused by the use of conventional learning methods. This study aims to determine the effect of problem-based learning on improving students' mathematical problem solving ability and self-confidence, see the effectiveness of problem-based learning on students' mathematical problem solving ability and self-confidence and see students' responses to problem-based learning. This research used quasi-experimental method with Pretest-Posttest Control Group Design. The research subjects were VIII grade students of SMP Negeri 2 Saguling as many as 64 students, consisting of two classes, namely experimental and control. The research instrument was a description test to measure mathematical problem solving ability and a Likert scale to measure students' self-confidence. Data were analyzed using normality test, homogeneity, t-test, Mann-Whitney, and N-Gain calculation. The results showed that there was a significant difference between the experimental and control classes in improving mathematical problem solving skills seen from the average n-gain value of the experimental class in the high category while the control class was in the medium category. Problem based learning is very effective in improving mathematical problem solving skills seen from the percentage of student learning completeness and effective in increasing student self confidence. Students' response to problem-based learning was positive.
Co-Authors A.A. Ketut Agung Cahyawan W Assya, Lily Aulin Budiyanto A.M Euis E. Rohaeti, Euis Euis Eti Rohaeti Harry Dwi Putra, Harry Dwi Hepsi Nindiasari Heris Hendriana I Gusti Agung Komang Diafari Djuni Hartawan Ihwana, Mirna Johanto, Tri Jozua Sabandar Kustiana, Asep M Afrilianto, M M. Afrilianto Ms Hamidah Mulyani, Elis Nelly Fitriani, Nelly Qohar, Abd. Rafiq Zukarnaen Rafiq Zulkarnaen Rahmah Johar Ratna Sariningsih Reviandari Widyatiningtyas, Reviandari Rindiani, Hesti Rintari, Rintari Rippi Maya Sari, Laras Mawar Siti Rahmatina Supriatna, Tatang Susilawati, Lia Tatang Herman, Tatang Ujang Rahmat Slamet, Ujang Wahyu Hidayat Yaya S. Kusumah Yusnita, Irra