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All Journal Jurnal S2 Pendidikan Matematika Profesi Pendidikan Dasar QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama JMPM: Jurnal Matematika dan Pendidikan Matematika JURNAL PENDIDIKAN TAMBUSAI Social, Humanities, and Educational Studies (SHEs): Conference Series ZAHRA: Research and Tought Elementary School of Islam Journal Pendikdas: Jurnal Pendidikan Dasar Jurnal Pengabdian Kepada Masyarakat (JPKM) Langit Biru Edukasia: Jurnal Pendidikan dan Pembelajaran Cendikia Pendidikan
Fida Rahmantika Hadi, Fida Rahmantika
Prodi Magister Pendidikan Matematika, Pascasarjana, FKIP – UNS
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Journal : JMPM: Jurnal Matematika dan Pendidikan Matematika

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Pre-Service Elementary Teachers’ Difficulties in Solving Mathematical Problems Containing Contradictory Information Hadi, Fida Rahmantika; Ardianzah, Ferri
JMPM: Jurnal Matematika dan Pendidikan Matematika Vol 10 No 2 (2025): September 2025 - February 2026
Publisher : Prodi Pendidikan Matematika Universitas Pesantren Tinggi Darul Ulum Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26594/jmpm.v10i2.5936

Abstract

This study investigates the difficulties experienced by pre-service elementary teachers in solving mathematical problems containing contradictory information. Such problems require reflective reasoning and verification beyond procedural fluency. Using a qualitative descriptive case study, 33 fifth-semester students from the Elementary Teacher Education program at Universitas PGRI Madiun participated. Data were collected through problem-solving tests, think-aloud protocols, and interviews, and analyzed through reduction, display, and conclusion drawing with triangulation. The findings revealed three interrelated types of difficulties: cognitive, metacognitive, and affective. Cognitive difficulties dominated as students relied on formulas without validating data accuracy; metacognitive difficulties appeared in poor regulation and limited strategy adjustment; while affective difficulties involved anxiety and low confidence. The study highlights that students’ challenges extend beyond conceptual understanding and suggests integrating contradictory-information tasks and metacognitive scaffolding to promote reflection and resilience in teacher education.
Co-Authors Alisa, Nabilla Dwi Astuti, Indra Puji Aufa, Roshan Faisal Azadia, Faikhotus Zaza Berlyan, Venarda Ilham Budi Usodo Cahyawati, Asrinda Riska Damaiyanti, Novelia Tri Fadhilah, Arum Nur Fatriya Adamura Ferri Ardianzah, Ferri Gama Mayoni, Mutia Hariyanti, Siti Intan Vahizah, Neszarul Hana Khasanah, Nia Uswatun Kuswardiyanti, Heni Marosgun, Venus Sandro Maygianti, Maulinda Mulyadi Mulyadi Novan Ramadhan, Wemphi Nur Fitria, Ria Aulianisa Pranata, Akbar Junio Prayogo, Juan Febri Adi Putri Hana Pebriana Rissa Prima Kurniawati, Rissa Prima Septyawan, Addy Setiawati, Wiwik Sofia Nur Afifah, Sofia Nur Suyanti Suyanti Swasti Maharani, Swasti Tri Atmojo Kusmayadi Vivi Rulviana Wijaya, Rendra Ari