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All Journal Jurnal Pendidikan dan Pembelajaran Khatulistiwa (JPPK) Jurnal Visi Ilmu Pendidikan EDU-MAT: Jurnal Pendidikan Matematika Al-Jabar : Jurnal Pendidikan Matematika Math Didactic: Jurnal Pendidikan Matematika Numeracy : Jurnal Ilmiah Pendidikan Matematika SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan International Journal on Emerging Mathematics Education JPMI (Jurnal Pendidikan Matematika Indonesia) JURNAL EDUCATION AND DEVELOPMENT Jurnal Cendekia : Jurnal Pendidikan Matematika JUMLAHKU: Jurnal Matematika Ilmiah STKIP Muhammadiyah Kuningan JETL (Journal Of Education, Teaching and Learning) JKPM (Jurnal Kajian Pendidikan Matematika) Abdimas Umtas : Jurnal Pengabdian kepada Masyarakat Academy of Education Journal Jurnal Pendidikan dan Konseling Imajiner: Jurnal Matematika dan Pendidikan Matematika JPMI (Jurnal Pembelajaran Matematika Inovatif) Equals : Jurnal Ilmiah Pendidikan Matematika GANDRUNG: Jurnal Pengabdian Kepada Masyarakat Jurnal Anugerah: Jurnal Pengabdian Kepada Masyarakat Bidang Keguruan dan Ilmu Pendidikan Journal of Educational Review and Research Jurnal Fibonaci: Jurnal Pendidikan Matematika IJPD (International Journal Of Public Devotion) Jurnal AlphaEuclidEdu Plusminus: Jurnal Pendidikan Matematika EDUCATOR : Jurnal Inovasi Tenaga Pendidik dan Kependidikan Journal of Advanced Sciences and Mathematics Education Jurnal Ilmu Pendidikan Indonesia Indonesian Journal Of Educational Research and Review Polinomial : Jurnal Pendidikan Matematika J-ABDIPAMAS (Jurnal Pengabdian Kepada Masyarakat) Cendekia Inovatif Dan Berbudaya : Jurnal Ilmu Sosial Dan Humaniora Jurnal Matematika Ilmiah Universitas Muhammadiyah Kuningan Jurnal Pendidikan Indonesia (Ju-Pendi)
Edy Yusmin
Pendidikan Matematika, FKIP, Universitas Tanjungpura, Pontianak
Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Medicine & Pharmacology Nursing Physics Public Health Social Sciences Other

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KEMAMPUAN REPRESENTASI MATEMATIS SISWA DALAM MENYELESAIKAN SOAL BERSTANDAR PISA KONTEN UNCERTAINTY AND DATA Nurhadida Nurhadida; Dede Suratman; Edy Yusmin; Hamdani Hamdani
EDU-MAT: Jurnal Pendidikan Matematika Vol 13, No 1 (2025)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/edumat.v13i1.19558

Abstract

Penelitian ini bertujuan untuk mendeskripsikan kemampuan representasi matematis siswa dalam menyelesaikan soal berstandar PISA pada konten uncertainty and data. Metode penelitian yang digunakan adalah deskriptif dengan pendekatan kualitatif. Subjek penelitian terdiri dari 29 siswa kelas IX SMP Negeri 3 Pontianak, dan data berasal dari tes kemampuan representasi matematis serta wawancara dengan siswa kelas IX SMP Negeri 3 Pontianak. Secara keseluruhan, hasil penelitian menunjukkan bahwa kemampuan representasi matematis siswa dalam menyelesaikan soal berstandar PISA pada konten uncertainty and data masih rendah, dengan persentase pencapaian sebesar 35,06%. Berdasarkan indikator representasi matematis, hasil penelitian menunjukkan bahwa: (1) kemampuan representasi visual siswa dikategorikan rendah dengan persentase pencapaian sebesar 16,75%, (2) kemampuan representasi verbal siswa dikategorikan sedang dengan persentase pencapaian sebesar 64,62%, dan (3) kemampuan representasi simbolik siswa dikategorikan rendah dengan persentase pencapaian sebesar 23,75%. Analisis data menunjukkan bahwa siswa mengalami kesulitan dalam memahami konteks soal, membaca data secara visual, dan memahami simbol-simbol matematis yang digunakan dalam soal tersebut. Hasil penelitian ini memberikan pemahaman mendalam tentang kemampuan representasi matematis siswa dalam menyelesaikan masalah standar PISA pada konten uncertainty and data, serta dapat menjadi dasar untuk pengembangan strategi pembelajaran yang lebih efektif dalam meningkatkan kemampuan tersebut. Kata kunci: Kemampuan Representasi Matematis, Soal Berstandar PISA, Konten Uncertainty and data Abstract: This research aimed to describe the mathematical representation skills of students in solving PISA standard problems on the content of uncertainty and data. The research method used is descriptive with qualitative research. The research subjects consisted of 29 students from the ninth grade of SMP Negeri 3 Pontianak, and the data was sourced from tests of mathematical representation skills as well as interviews with students of the ninth grade of SMP Negeri 3 Pontianak. Overall, the study results showed that students' mathematical representation skills in solving PISA standard problems on the content of uncertainty and data were still low, with a percentage of achievement of 35.06%. Evaluation of mathematical representation indicators showed that: (1) students' visual representation skills were classified as low with a percentage achievement of 16.75%, (2) students' verbal representation skills were classified as moderate with a percentage achievement of 64.62%, and (3) students' symbolic representation skills were classified as low with a percentage achievement of 23.75%. Data analysis showed that students had difficulties understanding the problem's context, reading data visually, and understanding the mathematical symbols used in the problem. The results of this research provide an in-depth understanding of students' mathematical representation skills in solving PISA standard problems on the content of uncertainty and data. Additionally, it can serve as a foundation for developing more effective teaching strategies to enhance these skills. Keywords: Mathematical Representation Skills, PISA Standard Problems, Uncertainty and Data Content
Analysis of preservice mathematics teachers’ quantitative problem solving ability in solving PISA based tasks: a polya framework perspective Suratman, Dede; Yusmin, Edy; Meldi, Nadya Febriani; Wahyuningsih, Dian
Al-Jabar: Jurnal Pendidikan Matematika Vol 17 No 1 (2026): Al-Jabar : Jurnal Pendidikan Matematika
Publisher : Universitas Islam Raden Intan Lampung, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ajpm.v17i1.30300

Abstract

Purpose: This study aims to analyze the quantitative problem-solving ability of preservice mathematics teachers in solving PISA-based tasks across different contexts and proficiency levels using Polya’s four-stage problem-solving framework. Method: A qualitative descriptive design was employed to examine students’ reasoning processes through written responses and in-depth interviews. The participants were preservice mathematics teachers who had completed most of the core mathematics courses in their teacher education program. The research instrument consisted of three PISA-like tasks representing personal, socio-economic, and scientific contexts with cognitive demands corresponding to PISA Levels 6, 5, and 4. Students’ solutions were analyzed using Polya’s stages: understanding the problem, devising a plan, carrying out the plan, and verifying the solution. Based on their performance, participants were categorized into high, medium, and low groups to identify patterns of reasoning and problem-solving strategies. Findings: The results show that the overall numeracy ability of preservice mathematics teachers remains in the medium–low category with an average score of 44.10 and considerable variation among participants. High-performing students demonstrated stronger abilities in mathematical modeling, proportional reasoning, and variable identification, particularly when solving higher-level PISA tasks. In contrast, students in the medium and low groups relied primarily on procedural calculations with limited conceptual understanding of relational structures and representations. Although many students produced correct answers for Level 4 tasks, their solutions were often procedural rather than conceptually grounded. Significance: The findings indicate a gap between preservice teachers’ current quantitative literacy and the competencies required for PISA-type mathematical problem solving. Strengthening quantitative reasoning through authentic contexts, mathematical modeling, and structured reflection is therefore essential in mathematics teacher education programs.
Mathematical analogical reasoning ability based on the thinking style of junior high school students on flat surface of solid figures Violita Fazrianti; Edy Yusmin; Dede Suratman
Journal of Advanced Sciences and Mathematics Education Vol. 2 No. 2 (2022): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v2i2.121

Abstract

Analogical reasoning ability teaches students how to translate abstract concepts into a concrete ones. Students can receive and process information from this knowledge according to their thinking style. Therefore, this study aims to determine students' mathematical analogical reasoning ability at SMP Negeri 1 Sungai Raya based on their thinking style. The research method used in this research is quantitative descriptive analysis, with data analysis assisted by Anates V4 software. The subjects in this study were 29 class IX A students at SMP Negeri 1 Sungai Raya. Data collection techniques used in this study include measurement and direct and indirect communication. The instruments used were mathematical analogical reasoning tests, thinking style tests, and interview guidelines. The results showed that students who had a concrete sequential thinking style obtained an average value of mathematical analogical reasoning ability of 46.25 in the good category, while the average value of students with abstract sequential mathematical analogical reasoning ability was 31.50, concrete random 27.83, and random abstract 32.07 in the medium category. The findings mean that the classroom learning pattern needs to be maintained while improving students' mathematical analogical reasoning abilities. In addition, students are expected to maximize their potential according to the character of their thinking style.
Exploring Students’ Mathematical Representation in Open-Ended Problems: A Study Based on Habits of Mind Fitri, Callista Amalia; Mirza, Ade; Jamiah, Yulis; T, Ahmad Yani; Fitriawan, Dona; Yusmin, Edy
JPMI (Jurnal Pendidikan Matematika Indonesia) Vol 11, No 2 (2026): Volume 11 Number 2, September 2026
Publisher : STKIP Singkawang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26737/jpmi.v11i2.8868

Abstract

This scholarly inquiry seeks to: (1) identify junior high school students' mathematical representation abilities in solving open-ended problems based on their habits of mind; and (2) analyze the relationship between students' mathematical representation abilities and habits of mind. The research subjects involved 30 students in class VIII A at SMP Negeri 13 Pontianak. This investigation implemented a quantitative descriptive method within a correlational approach. The primary research instrument was a test designed in the format of open-ended questions to measure mathematical representation abilities in similarity material, as well as a habits of mind questionnaire based on four indicators, persisting, thinking flexibility, metacognition, and creating, imagining, and innovating. The analysis results reveal that: (1) Among students with high levels of habits of mind, visual, symbolic, and verbal representation abilities were recorded at 23.8%, 54.3%, and 22.2%, respectively. Students with moderate habits of mind demonstrated higher visual (47.9%), symbolic (65.4%), and verbal (34.7%) representation abilities. Conversely, students with low habits of mind exhibited 46% visual, 67.6% symbolic, and 39.7% verbal representation abilities; and (2) These results indicate a tendency that is not entirely in line with the theoretical assumption that habits of mind contribute positively to mathematical representation ability. No significant correlation exists between students’ habits of mind and their mathematical representation ability in solving open-ended problems (p = 0.246; r = −0.218), with a negative correlation. This result suggests that these two variables likely measure relatively independent dimensions and are influenced by other mediating factors, so that improvements in habits of mind do not directly lead to improvements in mathematical representation ability in solving open-ended problems.Eksplorasi Kemampuan Representasi Matematis Siswa dalam Penyelesaian Soal Open-Ended ditinjau dari Habits of MindABSTRAKKajian ilmiah ini dimaksudkan guna: (1) mengidentifikasi kemampuan representasi matematis siswa dalam menyelesaikan soal open-ended berdasarkan tingkat habits of mind; dan (2) menganalisis hubungan antara kemampuan representasi matematis dan habits of mind siswa. Subjek penelitian melibatkan 30 siswa kelas VIII A SMP Negeri 13 Pontianak. Studi ini menerapkan metode kuantitatif deskriptif dalam kerangka pendekatan korelasional. Instrumen penelitian terdiri atas tes berbentuk soal open-ended untuk mengukur kemampuan representasi matematis pada materi kesebangunan, serta angket habits of mind berdasarkan empat indikator, yaitu ketekunan, keluwesan berpikir, kesadaran atas proses berpikir, serta mencipta, berkhayal, dan berinovasi. Hasil penelitian mengindikasikan: (1) Di antara siswa dengan tingkat habits of mind yang tinggi, kemampuan representasi visual, simbolik, dan verbal tercatat masing-masing sebesar 23,8%, 54,3%, dan 22,2%. Siswa dengan habits of mind sedang menunjukkan kemampuan representasi visual (47,9%), simbolik (65,4%), dan verbal (34,7%) yang lebih tinggi. Sebaliknya, siswa dengan habits of mind rendah menunjukkan kemampuan representasi visual 46%, simbolik 67,6%, dan verbal 39,7%; dan (2) Temuan ini menunjukkan adanya kecenderungan yang tidak sepenuhnya sejalan dengan asumsi teoritis yang menyatakan bahwa habits of mind berkontribusi positif terhadap kemampuan representasi matematis. Hasil uji menunjukkan bahwa kemampuan representasi matematis siswa dalam menyelesaikan soal open-ended tidak berkorelasi secara signifikan dengan habits of mind (p = 0,246; r = −0,218), dengan arah hubungan yang negatif. Hasil ini mengindikasikan bahwa kedua variabel tersebut kemungkinan mengukur dimensi yang relatif independen dan dipengaruhi faktor mediasi lain, sehingga peningkatan habits of mind tidak secara langsung diikuti oleh peningkatan kemampuan representasi matematis dalam konteks penyelesaian soal open-ended.Kata Kunci:Representasi; Open Ended; Habits of Mind; Kesebangunan
EFEKTIVITAS PENGGUNAAN MODEL PEMBELAJARAN COOPERATIVE LEARNING TIPE TEAMS GAMES TOURNAMENT (TGT) BERBANTUAN MEDIA BAAMBOOZLE TERHADAP PEROLEHAN BELAJAR PADA SISWA KELAS VII DI SMP NEGERI 8 PONTIANAK Novia rindiyani; Yulis Jamiah; Edy Yusmin
EDUCATOR : Jurnal Inovasi Tenaga Pendidik dan Kependidikan Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educator.v6i2.11586

Abstract

ABSTRACT The low achievement of students in learning lines and angles indicates the need for innovative instructional strategies that can enhance student engagement in the learning process. This study aimed to analyze the implementation of the Teams Games Tournament (TGT) cooperative learning model assisted by Baamboozle media and to describe students’ learning outcomes on the topic of lines and angles. The research employed a quantitative pre-experimental approach using a One-Shot Case Study design involving 32 seventh-grade students of class VIIE at SMP Negeri 8 Pontianak, selected through cluster random sampling. Data were collected through classroom observations, learning outcome tests, and student response questionnaires, and were analyzed descriptively. The results showed that the implementation of the learning process was categorized as very good, with an average score of 3.95. Students’ average learning outcome score reached 82.03, with a classical mastery level of 87%. Student activity during the learning process was classified as active, with a percentage of 83.40%, while student responses toward the learning activities reached 80.73% and were categorized as positive. These findings indicate that the implementation of the TGT model assisted by Baamboozle media was able to create an active learning environment, generate positive student responses, and contribute to high mathematics learning outcomes on the topic of lines and angles. Therefore, this learning model has the potential to serve as an alternative instructional strategy that supports mathematics learning at the junior secondary school level. Rendahnya prestasi siswa pada materi garis dan sudut menunjukkan perlunya strategi pembelajaran inovatif yang mampu meningkatkan keterlibatan siswa dalam proses belajar. Penelitian ini bertujuan menganalisis penerapan model pembelajaran kooperatif Teams Games Tournament (TGT) berbantuan media Baamboozle serta mendeskripsikan hasil belajar siswa pada materi garis dan sudut. Metode penelitian menggunakan pendekatan kuantitatif pra-eksperimen dengan desain One-Shot Case Study pada 32 siswa kelas VIIE SMP Negeri 8 Pontianak yang dipilih melalui teknik cluster random sampling. Data dikumpulkan melalui observasi, tes hasil belajar, dan angket respons siswa, kemudian dianalisis secara deskriptif. Hasil penelitian menunjukkan bahwa keterlaksanaan pembelajaran berada pada kategori sangat baik dengan rata-rata skor 3,95. Nilai rata-rata hasil belajar siswa mencapai 82,03 dengan ketuntasan klasikal sebesar 87%. Aktivitas siswa selama pembelajaran tergolong aktif dengan persentase 83,40%, sedangkan respons siswa terhadap pembelajaran mencapai 80,73% dan berada pada kategori positif. Temuan ini menunjukkan bahwa penerapan model TGT berbantuan media Baamboozle mampu menciptakan suasana pembelajaran yang aktif, memperoleh respons positif dari siswa, serta berkontribusi terhadap tingginya capaian hasil belajar matematika pada materi garis dan sudut. Oleh karena itu, model pembelajaran ini memiliki potensi untuk digunakan sebagai alternatif strategi pembelajaran yang mendukung proses belajar matematika di tingkat SMP.
Co-Authors . Nelli, . Abdurrahman F34211738 Ade Mirza Agung Hartoyo Agus Winarji ahmad yani Ahmad Yani Ahmad Yani T Ahmad Yani T Akelanus F34210200 Alexander Ambon Alfiah Pratiwi Alfonsus Liguori Wilman Anthony, Alfonsus Liguori Amiza, Rizki andi yoga prasetiyo F04108006 Andika Putra Andy Dwi Melianti Anggraini, Widia Arif Dwi Rahmadhani Arifin, . Arnandi, Fikri Asep Nursangaj Asep Nursangaji Atina, . Basilia Esi Bistari Budisatria, Dian Ahmad Capah, Doris Yunidar Carolina Chrisna Hirera Cecilia Lelek Darman F34210209 Dea Angella Dealita, Nur Debi Riyantini Dede Suratman Deden F34210210 Deni Kurniawan, Deni Dia Prima Juwita Dian Ahmad Dian Ahmad Dian Ahmad Dian Ahmad BS Dian Ahmad Budhysatrya Dian Kurnianto Dian Wahyuningsih Dona Fitriawan Dwi Astuti Dwi Astuti Eko Sarwono Endang Kurniawati Endar Sulistyowati Esa Sandi Putri Farly Galuh Saputra Febriani Meldi, Nadya Febrianto, Doni Fitri Novi Astuti, Fitri Novi Fitri Nurhayati Fitri, Callista Amalia Fitria, Afifah Fitriadi Fitriadi Fizadella, Revita Amanda Fransiska Tampubolon Funun Salmaniah Hajar, Tasriqah Siti Halini Halini - Hamdani Hamdani . Hamdani Hamdani Hamdani Hamdani Hamdani Mikraj Hamdani, Hamdani Hapeni F04611003 Hasbi Perdinan Hasri, Yessi Hery Kresnadi Hilda Lesmana, Hilda Holyness Nurdin Singadimedja Ida Ayu Putu Sri Widnyani Idawati Munte, Desirapma Inderi, Inderi Isda Nursida Isma Nuriza Januari, Eva Labibah, Hanan Lestari Pasaribu, Revi M A Chozin Margawati, Maria Marina, . Marlena Marlena Marlinda, Marlinda Maryam Maryam Maya Puspita Artasari Meisari, Hudy Meldi, Nadya Febriani Melisa Andini Erno melisa imelda F04109014 Metia Novianti Mita Elia Sima mohamad rifat Mohammad Rif'at Monika Sari Munaldus . Muthia, Nabila Ni Ketut A Ariutari Pratiwi Nia Kristiani nonis F04610007 Novia rindiyani Novita Sari Nungki Sri Rahayu Nur aini Nur aini Nurfadilah Siregar Nurhadida Nurhadida Nurhaissyah Nurhaissyah Nuril Hidayah Octariana, Syariefah Fatimah Pasaribu, Revi Lestari Prayoga, Ananda Purwanto, Zaene Alifia Puspa Wigati Putri Putri Rachmat Sahputra Rachmat Saputra Ranti, Ruri Rasdhakim, Mas Arifin Rianto, Vina Muthmainna Rif’at, Mohammad Rindiani, Rindiani Rini Wijayanti Rocalina, Nita Rohmah Pila Khoriyani Romal Idjudin Romal Ijuddin Romal Ijuddin Rosmaiyadi Rosmaiyadi Rustam Rustam Rustam Saetban, Iche Imelda Santikarani, Otih Saparida, Cici Saputra, Rachmat Sari, Octaviani Mustika Sari, Roshinta Indah Savitri, Vira Selvie Octavia, Selvie Septiza Shinta, Olivia Silmi Ulani silvia sayu - Sinta Nauli Pasaribu sri riyanti Sudarman F34210209 Sudiansyah Sudiansyah Sugiatno . Sugiatno Sugiatno Sukaji Samson Sumardi F34210266 Susanto Pisus susi susanti F04209024 Syamsul Arifin Theresia Eka Mubila Juniarti Tomo, . Tumangkeng, Yenti Winataria Utari, Endah Vera Nika Wanda Violita Fazrianti Wahyuni, Tia Nurul Widyasari, Lia Fitri Winarji, Agus Wira Pratama Yeni Dian Utami Yulia Harni Yanti Yuliana Huminata yulianus heryandi F04507005 Yulis Jamiah Yuni Apriani yuni italestari F04209013 Zaen, Fina Hanifa Zainuddin . Zubaidah Zubaidah R Zubaidah R Zubaidah R, Zubaidah Zulfa, Aini