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All Journal Edumatika Journal of Advanced Sciences and Mathematics Education
Tatang Herman
Universitas Pendidikan Indonesia, Indonesia
Chemistry Computer Science & IT Education Mathematics Physics Social Sciences

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Students’ Obstacles and Difficulties in Mathematical Literacy Based on Skill Levels and Learning Styles Irma Amelia; Tatang Herman; Lukman Lukman
Edumatika Vol 8 No 2 (2025): November 2025, Edumatika : Jurnal Riset Pendidikan Matematika
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan IAIN Kerinci

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32939/ejrpm.v8i2.6144

Abstract

This study aims to analyze the variations in students' obstacles and difficulties in mathematical literacy across different skill levels and learning styles. Through qualitative research with a phenomenological approach, the subject selected using purposive sampling. This research involved nine students of a junior high school in Bandung, Indonesia, each representing three learning styles (visual, auditory, and kinesthetic) and three levels of mathematical literacy (high, medium, and low). Data were analyzed using data reduction, data presentation, and conclusion drawing. The findings relveal that students' obstacles and difficulties in mathematical literacy varie based on their skill levels and learning styles. Students with moderate and low skills commonly experience difficulties in understanding context, processing information, creating mathematical models, and arguing and evaluating solutions. Differences in learning styles also determine the types of obstacles and difficulties that arise: visual students have difficulty in understanding verbal information, auditory students have difficulty in interpreting symbols and visual representations without verbal explanations, and kinesthetic students need concrete experiences to understand abstract concepts. These findings emphasize the importance of adjusting learning strategies so that all stages of mathematical literacy can develop optimally for all students with varie learning styles.
Cognitive barriers in elementary students’ mathematical creative thinking on fraction problems: A hierarchical and multidimensional analysis Yoani Mbipi; Tatang Herman
Journal of Advanced Sciences and Mathematics Education Vol. 6 No. 2 (2026): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v6i2.1372

Abstract

Background: Mathematical creative thinking is a crucial competency in contemporary mathematics education; however, elementary students often encounter difficulties in developing this ability, particularly in fraction learning. Previous studies have predominantly focused on measuring creative thinking performance, providing limited understanding of the cognitive barriers underlying students’ difficulties across different dimensions of creativity. Aims: This study aims to identify and describe cognitive barriers in sixth-grade students’ mathematical creative thinking when solving fraction problems across the dimensions of fluency, flexibility, originality, and elaboration. Method: A descriptive qualitative-dominant mixed-methods design was employed involving 30 sixth-grade students from an elementary school in Bandung, Indonesia. Data were collected through open-ended mathematical creative thinking tasks and semi-structured interviews. Students were categorized into low-, moderate-, and high-ability groups, and the data were analyzed using the Miles, Huberman, and Saldaña qualitative analysis framework. Results: The findings revealed that cognitive barriers were hierarchical and multidimensional. Low-ability students experienced representational barriers related to fraction concepts, moderate-ability students demonstrated transitional barriers characterized by dependence on visual representations, and high-ability students exhibited metacognitive barriers affecting precision and originality. Among the creative thinking dimensions, elaboration showed the lowest achievement (12.0%), followed by originality (13.1%), while fraction conceptual understanding remained relatively weak (28.0%). Conclusion: Mathematical creative thinking difficulties develop hierarchically across ability levels and are strongly interconnected across dimensions. The proposed hierarchical-multidimensional framework offers a foundation for diagnosis-based differentiated instruction in elementary mathematics learning.
Co-Authors Irma Amelia Lukman Lukman Yoani Mbipi