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Using Watson Criteria for Analyzing Student Errors: Systematic Literature Review (SLR) Aswin Aswin; Dadang Juandi
Hipotenusa : Journal of Mathematical Society Vol 4, No 1 (2022)
Publisher : Program Studi Tadris Matematika IAIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/hipotenusa.v4i1.7239

This study aims to analyze the distribution of research related to the use of the Watson criteria in analyzing student errors at all levels of education. The method used is Systematic Literature Review (SLR). The sample consists of 42 results of qualitative research on the use of Watson's criteria in analyzing student errors. Samples were taken from indexed journals published in the 2017-2021 period. The key question of this research is how the description of the distribution of research related to the use of the Watson criteria in analyzing student errors, is reviewed based on the year of publication, level of research, methods used, number of subjects, types of questions, demographics, and types of errors made by students. Through the SLR method, it was found that there was an increase and decrease in the number of studies over the last five years. Based on the criteria for junior high school level studies, the use of descriptive qualitative methods, using story questions, with less than 30 subjects, and the demographics of research on the island of Java are the most dominant. The most dominant student errors are procedural errors and missing conclusions. This becomes very important to be considered in learning mathematics.

ANALYSIS OF FACTORS THAT INFLUENCE STUDENTS' MATHEMATICAL CRITICAL THINKING SKILLS: INTRAPERSONAL INTELLIGENCE AND LEARNING MOTIVATION Aswin Aswin; Dadan Dasari; Dadang Juandi; Surya Kurniawan
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 11, No 3 (2022)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Mathematical critical thinking skills is a person's capacity that includes a thought process that aims to obtain a rational thought to do something or believe what will be done. Many factors influence students' mathematical critical thinking skills, including intrapersonal intelligence and learning motivation. This research points to control the stimulate of intrapersonal intelligence and learning motivation on students' mathematical critical thinking skills. This study is quantitative research through an ex-post-facto approach. The population in this research is a class XI high school in the Sidrap district. The quantity of samples in this research was 85 students who were selected by the purposive sampling technique. The data collection technique in this study used an instrument consisting of (1) an intrapersonal intelligence questionnaire, (2) a learning motivation questionnaire, and (3) a mathematical critical thinking ability questionnaire. Analysis of the data used is Structural Equation Modeling (SEM) using the PLS 3.0 smart computer program. The results of this study are that there is an influence between intrapersonal intelligence on students' mathematical critical thinking skills of 0.284 (P values = 0.039) and learning motivation affects students' mathematical critical thinking skills of 0,579 (P values = 0.00).

Self-Efficacy in Mathematics Learning and Efforts to Improve It Aswin Aswin; Tatang Herman
Hipotenusa : Journal of Mathematical Society Vol 4, No 2 (2022)
Publisher : Program Studi Tadris Matematika IAIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/hipotenusa.v4i2.8095

This research was conducted to determine the effect of self-efficacy on mathematics learning achievement of students in class XI IPA SMA in Riau and efforts to improve it. This research is a descriptive quantitative research combined with correlational research, with a research sample of 30 students from class XI IPA SMA in Riau who were selected using random sampling technique. Data collection techniques are filling out questionnaires, tests, and interviews. The data collection instruments are: (1) self-efficacy questionnaire, (2) mathematics learning achievement test, and (3) interview to increase self-efficacy. Data were analyzed by descriptive statistics and inferential statistics, namely simple regression analysis. The results showed that: (1) students' self-efficacy was in the medium category, (2) students' mathematics learning achievement was in the medium category, (3) self-efficacy had a positive and significant effect on students' mathematics learning achievement, (4) efforts that could What is done in increasing student self-efficacy is (4.1) giving students opportunities to answer existing problems, (4.2) giving awards, (4.3) using models that make students play an active role in learning (4.4) providing positive reinforcements to students, (4.5) providing equal opportunities to all students, (4.6) using group learning and (4.7) using peer tutors.

Mathematical Justification Research in Mathematics Education Across Grades: A Systematic Literature Review Surya Kurniawan; Rizky Rosjanuardi; Aswin Aswin
Hipotenusa : Journal of Mathematical Society Vol 4, No 2 (2022)
Publisher : Program Studi Tadris Matematika IAIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/hipotenusa.v4i2.7815

Justification is a set of responses or responses that a person gives when asked to provide mathematical reasons for the results he makes. Justification can be used as a social process in which mathematical knowledge is explained, and systematically verified based on ideas, definitions, and properties that apply in mathematics such as representations used to display concepts. Research on justification in mathematics education has been carried out for a long time. This study aims to evaluate mathematics justification studies from articles published after 2016 and before April 2022 from ERIC and Google Scholar Databases. The key questions in this study are how these articles are distributed based on year publication, country, participant, mathematics subject, method, and how to support mathematical justification. This study used a Systematic Literature Review (SLR) by Preferred Reporting Items for Systematic Reviews and Meta-Analysis (PRISMA) guidelines including inclusion and exclusion criteria and then the data were extracted, resulting in 30 studies to be reviewed. The result shows that by year of publication the articles fluctuation distributed, based on country no data from Africa and Australia was found in the databases, the participant is mostly preservice mathematics teachers, whereas only one publication studied in high school students, geometry is the most mathematics subject used in research since every grade contain this material, the method is frequently given by qualitative research with various approach, how to supporting mathematical justification is also discussed.

Analysis of Junior High School Students' Numeracy Literacy with Various Levels of Mathematical Curiosity Husain, Dayana Sabila; Salido, Achmad; Aswin, Aswin; Meiliati, Rafika
Jurnal Cendekia : Jurnal Pendidikan Matematika Vol 9 No 2 (2025): Jurnal Cendekia: Jurnal Pendidikan Matematika Volume 9 Nomor 2 Tahun 2025
Publisher : Mathematics Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/cendekia.v9i2.3928

Numerical literacy is an essential competency in education, yet the results of the 2022 Programme for International Student Assessment (PISA) indicate that most Indonesian students still have low numerical literacy skills. One factor suspected to contribute to this issue is mathematical curiosity. This study aims to analyze students' numeracy literacy skills based on their levels of mathematical curiosity. A descriptive qualitative approach was employed, with research subjects selected through purposive sampling at a junior high school in Kolaka Regency, Southeast Sulawesi. Data were collected through a mathematical curiosity questionnaire and an open-ended numeracy literacy test. The data analysis process involved reduction, presentation, and conclusion drawing. The results indicate that students with a high level of mathematical curiosity exhibit better numeracy literacy skills than those with moderate or low curiosity. They can explore information in depth, recognize patterns, and apply appropriate strategies to solve problems. Students with moderate curiosity demonstrate a good understanding of numeracy but require further encouragement to present a more comprehensive problem-solving process. Meanwhile, students with low curiosity tend to be less engaged in problem exploration and in providing thorough solutions. These findings reinforce the significant role of curiosity in strengthening numeracy literacy.

Mathematical communication skills of students in agricultural-based regions: Proficiency levels, challenges, and instructional strategies Salido, Achmad; Kausar, Aufal; Aswin, Aswin; Marniati, Marniati
Journal of Didactic Mathematics Vol 6, No 1 (2025): April
Publisher : Mahesa Research Center

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34007/jdm.v6i1.2587

Mathematical communication is a fundamental skill that enables students to express and justify mathematical ideas clearly. This study examines students’ mathematical communication skills in an agricultural-based region, focusing on proficiency levels and influencing factors. Using a qualitative case study approach, data were collected from 21 eighth-grade students through problem-solving tasks assessing three key indicators: mathematical modeling, explanation of mathematical patterns, and question formulation. The results indicate that most students exhibit moderate mathematical communication abilities, with only a small proportion demonstrating high proficiency. High-ability students effectively integrate multiple representations and justify their reasoning, while moderate-ability students rely on procedural approaches with limited conceptual depth. Low-ability students face significant challenges in constructing mathematical models and articulating solutions. These findings suggest that contextual factors, including limited access to quality education and instructional strategies, impact students' mathematical communication development. Although students in agricultural communities engage with quantitative reasoning in real-life contexts, they struggle to translate these experiences into formal mathematical communication. The study highlights the need for differentiated instructional strategies, including explicit reasoning exercises and contextualized learning, to enhance students’ communication skills. However, the study’s limited scope and sample size necessitate further research across diverse regions to explore long-term interventions. Future studies should investigate culturally relevant pedagogical approaches to strengthen mathematical communication, particularly for students in rural and agricultural settings.

EXPLORATION OF STUDENT’S MATHEMATICAL CONNECTION ABILITY BASED ON LEARNING MOTIVATION Meiliati, Rafika; Salido, Achmad; aswin, aswin; Husain, Dayana Sabila
JME (Journal of Mathematics Education) Vol 10, No 1 (2025): JME
Publisher : Universitas Sembilanbelas November Kolaka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31327/jme.v10i1.2521

This study aimed to explore and explain students’ mathematical connection abilities based on their levels of learning motivation. A qualitative investigative approach involved junior high school students categorized into three motivation levels: high, moderate, and low. Data were collected through a learning motivation questionnaire and problem-solving tasks to assess students’ mathematical connection skills. The results revealed that highly motivated students demonstrated the strongest abilities, characterized by their capacity to connect various mathematical concepts, effectively use visual representations, and apply concepts in real-life and interdisciplinary contexts. In contrast, moderately motivated students tended to rely on basic procedures without developing a comprehensive conceptual understanding, while students with low motivation struggled to comprehend and relate concepts, often copying information without formulating appropriate solution strategies. These findings highlight the critical role of learning motivation in fostering mathematical connection skills. Therefore, implementing instructional strategies that enhance student motivation—such as problem-based and contextual learning approaches—is essential for promoting more profound understanding and stronger mathematical connections.

MATHEMATICAL REPRESENTATION IN PROBLEM-SOLVING: A COMPARATIVE STUDY OF REFLECTIVE AND IMPULSIVE COGNITIVE STYLES Meiliati, Rafika; Salido, Achmad; Aswin, Aswin; Husain, Dayana Sabila; Chairuddin, Chairuddin; Martins, Agus
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 14, No 4 (2025)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v14i4.13438

Mathematical representation is a crucial skill that enables students to express, interpret, and connect mathematical concepts through visual, symbolic, and verbal forms. This study explores the differences in mathematical representation skills between students with reflective and impulsive cognitive styles in solving two-variable linear inequality system problems. Using a qualitative descriptive approach, four high school students were selected based on their cognitive styles through the Matching Familiar Figure Test (MFFT). Data were collected through problem-solving tasks and semi-structured interviews. The findings indicate that reflective students demonstrate strong mathematical representation abilities, particularly in organizing and translating information across visual, symbolic, and verbal representations. They exhibit a structured and analytical approach to problem-solving, ensuring accuracy and coherence in their representations. In contrast, impulsive students struggle with problem organization, symbolic representation, and verbal explanation, often producing incomplete and less structured representations due to their tendency to prioritize speed over accuracy. These results highlight the influence of cognitive style on mathematical representation and suggest the need for tailored instructional strategies. Future research should expand the study to a broader mathematical scope and implement targeted interventions to enhance students' representation skills according to their cognitive characteristics.

APPLICATION OF PROJECT-BASED LEARNING ASSISTED BY MICROSOFT MATHEMATICS TO IMPROVE STUDENTS' MATHEMATICAL REPRESENTATION ABILITY Husain, Dayana Sabila; Meiliati, Rafika; Nuralda, Nuralda; Aswin, Aswin; Salido, Achmad
AKSIOMA: Jurnal Program Studi Pendidikan Matematika Vol 14, No 4 (2025)
Publisher : UNIVERSITAS MUHAMMADIYAH METRO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/ajpm.v14i4.14250

This study examined the effect of Project-based Learning (PjBL) assisted by Microsoft Mathematics on students’ mathematical representation ability. A quasi-experimental design with a posttest-only control group was employed in two tenth-grade classes at a senior high school in Kolaka Regency. The experimental group received PjBL with Microsoft Mathematics, while the control group was taught conventionally. Data were collected through a representation test, a questionnaire, and an observation sheet, and analyzed using both descriptive and inferential statistics. Results showed that the experimental group achieved a significantly higher mean score (81.17) than the control group (60.19), with a mean difference of 20.99 points (p < 0.05). The questionnaire findings revealed very positive student perceptions, indicating that Microsoft Mathematics was easy to use, helpful in understanding concepts, and improved problem-solving skills, while also fostering interest and independence. Observation confirmed that PjBL was implemented effectively: teachers provided clear guidance, students designed projects, collaborated, and presented outcomes through various representations using Microsoft Mathematics. These findings demonstrate that combining PjBL with technology strengthens students’ mathematical representation ability and enriches learning. The study implies that technology-supported project learning can serve as an effective model for promoting meaningful, engaging, and skill-oriented mathematics education in secondary schools.Penelitian ini mengkaji pengaruh Project-based Learning (PjBL) berbantuan Microsoft Mathematics terhadap kemampuan representasi matematis siswa. Desain penelitian yang digunakan adalah kuasi-eksperimen dengan kelompok kontrol posttest-only pada dua kelas X di salah satu SMA di Kabupaten Kolaka. Kelompok eksperimen mendapatkan pembelajaran PjBL dengan Microsoft Mathematics, sedangkan kelompok kontrol diajar secara konvensional. Data dikumpulkan melalui tes representasi, angket, dan lembar observasi, kemudian dianalisis dengan statistik deskriptif dan inferensial. Hasil penelitian menunjukkan bahwa kelompok eksperimen memperoleh skor rata-rata yang secara signifikan lebih tinggi (81,17) dibandingkan kelompok kontrol (60,19), dengan selisih rata-rata 20,99 poin (p < 0,05). Temuan angket menunjukkan persepsi siswa yang sangat positif, bahwa Microsoft Mathematics mudah digunakan, membantu dalam memahami konsep, meningkatkan keterampilan pemecahan masalah, sekaligus menumbuhkan minat dan kemandirian. Hasil observasi menegaskan bahwa PjBL terlaksana secara efektif: guru memberikan arahan yang jelas, siswa merancang proyek, berkolaborasi, serta mempresentasikan hasil melalui berbagai bentuk representasi dengan Microsoft Mathematics. Temuan ini menunjukkan bahwa menggabungkan PjBL dengan teknologi dapat memperkuat kemampuan representasi matematis siswa dan memperkaya pembelajaran. Penelitian ini menyiratkan bahwa pembelajaran berbasis proyek yang didukung teknologi dapat menjadi model efektif untuk mendorong pendidikan matematika yang bermakna, menarik, dan berorientasi pada keterampilan di sekolah menengah.

Praxeological Analysis of Mathematics Textbooks for Class XI High School Students on Arithmetic and Geometric Sequences Qania Agustika Siagian; Aswin Aswin; Tatang Herman
EduMa: Mathematics education learning and teaching Vol. 12 No. 2 (2023)
Publisher : Jurusan Tadris Matematika UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eduma.v12i2.13289

This study aims to analyze one of the mathematics textbooks published by the Ministry of Education and Culture. Then, the researcher will provide recommendations regarding the presentation of easy-to-understand material based on analysis of techniques, technology, and theory on each problem given by students' mathematics textbooks. This type of research is qualitative with a didactic anthropological theory approach, especially in praxeology. Data collection techniques in the library by reading, recording and processing these sources as research material. Researchers choose books based on the criteria needed to obtain relevant data. These criteria include (1) there is a problem in presenting mathematical material, (2) there is an author's name, and (3) publications from the Ministry of Education and Culture. The researcher found problems in the 2017 revised edition of class XI students' mathematics textbooks finding formulas and examples of arithmetic and geometric sequences. The study results showed several problems presenting the material for arithmetic and geometric sequences, which would raise student learning barriers. The identified Learning barriers are ontogenic, epistemological, and didactical obstacles. With these obstacles, the researcher provides alternative designs which are expected to minimize the occurrence of student learning barriers. So that the design alternatives provided can reduce obstacles for students in thinking and understanding the material of arithmetic and geometric sequences

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