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All Journal Kreano, Jurnal Matematika Kreatif-Inovatif JURNAL E-DUMATH AKSIOMA: Jurnal Program Studi Pendidikan Matematika Phenomenon : Jurnal Pendidikan MIPA Jurnal Elemen JIPMat (Jurnal Ilmiah Pendidikan Matematika) PRISMA Numeracy : Jurnal Ilmiah Pendidikan Matematika INSPIRAMATIKA Jurnal Basicedu Prima: Jurnal Pendidikan Matematika Idaarah: Jurnal Manajemen Pendidikan de Fermat : Jurnal Pendidikan Matematika JagoMIPA: Jurnal Pendidikan Matematika dan IPA Journal of General Education and Humanities Edukasia: Jurnal Pendidikan dan Pembelajaran Jurnal Basicedu Prosiding Seminar Nasional Pascasarjana Proceeding of International Conference on Science, Education, and Technology Journal of Medives: Journal of Mathematics Education IKIP Veteran Semarang Indonesian Educational Research Journal Hipotenusa: Journal of Mathematical Society Media Pendidikan Matematika Eduma : Mathematics Education Learning and Teaching
Dr. Masrukan, Dr.
Unknown Affiliation
Religion Humanities Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Education Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Mathematics Physics Social Sciences Other

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The Pedagogical Role of Verification in Supporting Mathematical Justification within the ACTIVER Learning Model Sri Lestari; Kartono Kartono; Masrukan Masrukan; Emi Pujiastuti
Journal of General Education and Humanities Vol. 5 No. 4 (2026): August
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i4.1963

Abstract

Mathematical justification requires students to examine and defend mathematical claims rather than merely produce correct answers. However, vocational students often experience difficulty constructing defensible mathematical arguments, while verification may be limited to checking final answers. This study examines the pedagogical role of Verify Understanding within ACTIVER, a differentiated mathematical reasoning learning model developed using the ADDIE framework. The broader study was conducted from March 2025 to May 2026. The comparative implementation involved 216 Grade X vocational high school students across six intact classes and was delivered over eight meetings. Quantitative evidence included posttest achievement, mastery proportions, and normalized gain, while implementation evidence was examined in relation to predefined justification indicators. In the limited trial, the ACTIVER group achieved a higher posttest mean than the comparison group (83.86 vs. 64.39), t(70) = 17.232, p < .001, d = 4.06. In the broader trials, experimental means of 84.44 and 85.39 exceeded comparison means of 69.56 and 71.00, respectively (p < .001). Mastery proportions and learning gains consistently favored ACTIVER. Verification provided structured opportunities to examine evidence, respond to critique, and revise mathematical reasoning. Its contribution should nevertheless be interpreted within the integrated ACTIVER sequence rather than as an independently tested intervention.
Investigating the Reasoning Abilities of Junior High School Students in Solving Mathematical Problems Habibullah; Stevanus Budi Waluya; Masrukan; Iqbal Kharisudin
Indonesian Educational Research Journal Vol. 4 No. 1 (2026): Current trends in education and learning
Publisher : CV. Samuel Manurung and Co

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/ierj.v4i1.154

Abstract

This study aimed to analyze junior high school students’ errors in solving mathematical reasoning problems. A descriptive qualitative approach was employed involving 31 students from a junior high school in Batam City, Indonesia, selected through random sampling. Data was collected using mathematical reasoning tests and semi-structured interviews. The analysis focused on five indicators of mathematical reasoning: identifying problems, developing conjectures or patterns, implementing strategies, reflecting on solutions, and drawing conclusions. The findings revealed that students experienced substantial difficulties across all indicators. Errors in drawing conclusions were the most dominant (100%), followed by identifying problems (93.55%), reflecting on solutions (93.55%), implementing strategies (80.65%), and developing conjectures or patterns (70.97%). The interview results indicated that students’ errors were caused by limited conceptual understanding, difficulties in interpreting mathematical information, inability to connect concepts with appropriate strategies, carelessness, and time pressure. These findings suggest that students require more intensive learning experiences emphasizing conceptual understanding, reflective thinking, and mathematical reasoning practices in classroom instruction
Co-Authors Achmad Buchori Adi Nur Cahyono Ahmad Arifuddin Ananda Jullailatul Azizia Ani Rusilowati Annisa Aurelia Salsabila Arief Agoestanto Bagus Surya Maulana Bambang Eko Susilo Budi Waluya Budi Waluya Daroinis Sa’adah Dian Romadhina Dwijanto Dwijanto Ema Butsi Prihastari Ratna Widyaningrum, Ema Butsi Prihastari Emi Pujiastuti Enika Wulandari Ernita Ernita Evi Herayani Fauzi Wildad Habibullah Iqbal Kharisudin Iqbal Kharisudin Irma Nilta Muna Isnaeni Rosyida Isti Hidayah Iwan Junaedi Kartono , Kuniasih, Ary Woro L W Paramita M. Fikri Nurhidayat Merry Wesna Muhammad Syaiful Rohman Syaiful Nuha, Muhammad 'Azmi Nunu Nurhayati Nuranita Adiastuty Nursiwi Nugraheni Putriaji Hendikawati Rina Dwi Setyawati Rochmad - S B Waluya Sa’adah, Daroinis Safa Agrita Hilsania Santika Lya Diah Pramesti Scolastika Mariani Silky Achilla Sri Lestari St. Budi Waluya Suhito Suhito Suwarto Suwarto Triyono Triyono Tutut Widiastuti Anisa Vena Agustina Walid Wardono Wardono Wardono Wardono YL Sukestiyarno Zaenuri Mastur