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All Journal Journal of Educational Science and Technology IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Al-Jabar : Jurnal Pendidikan Matematika MaPan : Jurnal Matematika dan Pembelajaran Proximal: Jurnal Penelitian Matematika dan Pendidikan Matematika Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences Pedagogy : Jurnal Pendidikan Matematika Chemistry Education Review International Journal of Education and Digital Learning (IJEDL) Venn: Journal of Sustainable Innovation on Education, Mathematics and Natural Sciences Ininnawa: Jurnal Pengabdian Masyarakat ARRUS Jurnal Pengabdian Kepada Masyarakat Jurnal Hasil-Hasil Pengabdian dan Pemberdayaan Masyarakat (JHP2M) SMART: Jurnal Pengabdian Kepada Masyarakat International Journal of Education, Vocational and Social Science Issues in Mathematics Educations (IMED)
Nurdin Arsyad, Nurdin
Universitas Negeri Makasar
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemistry Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Energy Engineering Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Mathematics Physics Public Health Social Sciences Other

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Creativity Pattern of Problem Posing in Mathematics for Moderately Capable Students in Cross-Situations Liani, Ahyani Mirah; Arsyad, Nurdin; Awi
International Journal of Education, Vocational and Social Science Vol. 5 No. 01 (2026): International Journal of Education, Vocational and Social Science( IJVESS)
Publisher : Cita konsultindo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63922/ijevss.v5i01.2949

Abstract

This study aims to describe the pattern of creativity in mathematical problem posing among students with moderate mathematical ability across different situations. Creativity is analyzed through three indicators: fluency, flexibility, and novelty. This qualitative descriptive study involved students of the Primary School Teacher Education Program (PGSD) at Universitas Negeri Makassar, selected using purposive sampling based on moderate mathematical ability test results. Data were collected through mathematical problem-posing tasks involving free, semi structured, and structured situations, supported by semi-structured interviews. The findings indicate that students with moderate mathematical ability demonstrate relatively consistent fluency across situations, as they are able to generate several relevant mathematical problems. However, flexibility and novelty are limited and fluctuate depending on the characteristics of the situation. Free and semi-structured situations provide more opportunities for idea variation, while structured situations tend to restrict creativity, resulting in routine and procedural problems. These results highlight the importance of designing adaptive problem posing situations to support the development of students’ mathematical creativity. These results suggest that instructional designs incorporating adaptive and balanced problem posing situations are essential to support the development of flexibility and novelty in students’ mathematical creativity.
Pengaruh Penerapan Model Pembelajaran Metakognitif terhadap Kemandirian Belajar dan Kemampuan Berpikir Kreatif Siswa Arsyad, Nurdin; Djam'an, Nurwati; Firda Amelia
Venn: Journal of Sustainable Innovation on Education, Mathematics and Natural Sciences Vol. 5 No. 1 (2026): Riset Matematika dan Pendidikan Matematika
Publisher : Pusat Studi Bahasa dan Publikasi Ilmiah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53696/venn.v5i1.413

Abstract

Self-directed learning and creative thinking are essential 21st-century skills that need to be optimally developed in mathematics education. This study aimed to investigate how the implementation of a metacognitive learning model influences students’ self-directed learning and creative thinking skills. A quasi-experimental design was employed involving ninth-grade students at SMP Telkom Makassar. The population comprised all ninth-grade students, with data collected using a self-directed learning questionnaire and a creative thinking skills test. In the experimental class, the mean self-directed learning score after the treatment was 3.59 with an average normalized gain of 0.48, and 100% of students achieved at least a moderate category. The mean creative thinking score reached 83.86 with an average gain of 0.77, and 90.3% of students exceeded the minimum mastery criterion. In contrast, the control class obtained a mean self-directed learning score of 3.39 with an average gain of 0.39, and 96.7% of students reached at least a moderate category. The mean creative thinking score in this class was 72.50 with an average gain of 0.61, and 56.7% of students surpassed the minimum mastery criterion. Inferential statistical analysis revealed that the metacognitive learning model had a significant effect on students’ self-directed learning and creative thinking. These findings underscore the importance of process-oriented mathematics instruction that emphasizes self-regulation and creativity. Therefore, metacognitive learning is recommended as an effective instructional strategy to enhance students’ learning independence and creative thinking skills.
Tracing students understanding and misconceptions of continuity and differentiability through multi representations of mathematical problem Arsyad, Nurdin; Ikram, Muhammad; Alimuddin, Fauziyyah; Nisa, Khaerun; Sosa-Moguel, Landy; Garcia-Garcia, Javier
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.v17i1.29062

Abstract

Purpose: This study investigates undergraduate students’ understanding and misconceptions concerning continuity and differentiability across multiple mathematical representations. It specifically examines whether misconceptions remain stable or shift when concepts are presented in symbolic, graphical, and contextual forms. Method: A qualitative exploratory case study was conducted involving 83 undergraduate mathematics education students at a leading public university in Indonesia. Data were collected using 11 validated and reliable multiple-choice items designed to elicit reasoning across different representations. Students’ written responses were analyzed to identify patterns of understanding and error. In-depth interviews with selected participants were conducted to clarify underlying reasoning processes. A collective case study framework was employed, treating each representation as a micro case to enable systematic cross-representation comparison. Findings: The results indicate that misconceptions were widespread and often consistent across representations. Common errors included interpreting graphical smoothness as proof of differentiability, assuming differentiability without verifying continuity, and conflating the existence of a limit with the function’s value. Many students relied on procedural manipulation, visual intuition, or contextual familiarity rather than formal limit-based reasoning, revealing fragmented conceptual understanding. Significance: The findings highlight the need for instructional approaches that explicitly integrate multiple representations and strengthen connections between intuitive reasoning and formal definitions. By addressing persistent misconceptions across representations, calculus instruction can better support the development of coherent and conceptually grounded mathematical understanding.
Co-Authors ., Darmaeni ., Darmaeni Abdul Rahman Afsari, Ayudya Ahmar, Ansari Saleh Aidil Fiqra Alimuddin, A. Alimuddin, Fauziyyah Amien, Nur Khofifah Amin, Resky Fadila Amrin, Irfan Pratama Asdar Assagaf, Said Fachry Awi Awi Dassa, Awi Bernard Djam'an, Nurwati Firda Amelia García-García, Javier Hastuty Musa Ikram, Muhammad Irwan Irwan Ja'faruddin, Ja'faruddin Jafaruddin Jafaruddin, Jafaruddin Jusmawati Jusmawati, Jusmawati K, Muthmainnah Lembang, Suri Toding Liani, Ahyani Mirah Luansi Ero, Priska Efriani Ma’rup, Ma’rup Muh. Darwis Muhammad Danial Muzaini, Muhammad Nasrullah Nasrullah Nisa, Khaerun Nissa, Nurul Mutmainnah Fadhilah Nurdianti Putri, Nuzul Kurnia Nurdianti Putri, Nuzul Kurnia Nyulle, Rusdianto Pangarungan, Tamar R, Irman. R. Rusli Rahim, Irman Rahmayani Rahmayani Sabri Sabri Sahid Sahid Satriawati Satriawati, Satriawati Sosa-Moguel, Landy Utary, Utary Zurachmad, Sitti Muslimah