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All Journal International Journal of Evaluation and Research in Education (IJERE) Journal of Innovation and Research in Primary Education Eduma : Mathematics Education Learning and Teaching
Tatag Yuli Eko Siswono
State University of Surabaya
Education Languange, Linguistic, Communication & Media Mathematics Other

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Research trends in critical thinking skills in mathematics: a bibliometric study Arif Hidayatul Khusna; Tatag Yuli Eko Siswono; Pradnyo Wijayanti
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 1: February 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i1.26013

Abstract

This study systematically reviews and analyzes previous studies’ literature to identify the research gaps and the steps that must be taken for research on critical thinking in further mathematics education. Two methods, namely bibliometric analysis and descriptive content analysis, were used to achieve this goal. Data for the bibliometric analysis was obtained from the Scopus database, with the keywords “critical thinking” and “mathematics” Documents accessed are limited to the publication range of 2012-2022. The results show that the number of critical thinking research in mathematics has increased significantly, with a peak in 2021 of 65 articles; the United States has the most research and citations. The source that received the most citations was the journal Educational Studies in Mathematics. The evolution of the theme of critical thinking in mathematics began to link critical thinking with collaboration learning, mathematics education, teacher education, engineering, education, and collaborative learning. The quantitative approach with a student sample, tests as data collection instruments, and the analysis of variance (ANOVA) method is the methodology most often used by researchers. The results of this study are likely helpful for other researchers who will examine critical thinking skills in mathematics, namely as a research guide that they will develop. In addition, the existence of several research gaps can motivate other researchers to fill these gaps to contribute to improving the quality of critical thinking in mathematics.
Using Cognitive Diagnostic Assessment to Inform Differentiated Instruction in Elementary Place Value Concepts Dhesta Nurdana Puspita; Wiryanto; Tatag Yuli Eko Siswono
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 Halimah Nur Agustin; Neni Mariana; Tatag Yuli Eko Siswono; 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.
Primary School Students’ Computational Thinking in Solving Mathematics Problems Based on Learning Style Ajeng Rara Veronica; Tatag Yuli Eko Siswono; Wiryanto Wiryanto
EduMa: Mathematics education learning and teaching Vol. 11 No. 1 (2022)
Publisher : Jurusan Tadris Matematika UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eduma.v11i1.10378

Abstract

Computational thinking is related to the ability to solve mathematical problems. This study aims to describe the computational thinking of primary school students with visual, auditory, and kinesthetic learning styles in solving mathematical problems as measured by indicators of abstraction, decomposition, algorithmic thinking, and generalization. This research is descriptive qualitative research. Data collection techniques using questionnaires, assignments, and interviews. Data analysis techniques using technical triangulation. The results showed that the computational thinking of students with visual and auditory learning styles fulfills all indicators of every aspect of computational thinking. Both identify important information by mentioning known and asked information, making mathematical models, solving problems by breaking them down into several parts, and solving them to get the right results. Both provide logical arguments regarding the method used, generalize the problem and apply the solution to similar problems. The difference lies in the mathematical form created. The mathematical form made by visual learning styles is more complete than auditory learning styles. This causes the settlement steps to also be different. Meanwhile, kinesthetic learning styles make mistakes when understanding the problem and making mathematical models, so the completion steps and the final results obtained are not appropriate. So, students need to get used to solving problems that can train their computational thinking skills so that students will get used to thinking systematically and logically
Co-Authors Ajeng Rara Veronica Arif Hidayatul Khusna Dhesta Nurdana Puspita Halimah Nur Agustin Neni Mariana Pradnyo Wijayanti Wiryanto Wiryanto Wiryanto