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All Journal MATEMATIKA DAN PEMBELAJARAN de Fermat : Jurnal Pendidikan Matematika Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika (JRPIPM) Media Pendidikan Matematika
Walid
Universitas Negeri Semarang
Computer Science & IT Decision Sciences, Operations Research & Management Education Environmental Science Mathematics Social Sciences Other

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ANALISIS KEMAMPUAN BERPIKIR KREATIF MATEMATIS DITINJAU DARI SELF-REGULATED LEARNING PADA MODEL PEMBELAJARAN CREATIVE PROBLEM SOLVING Vena Agustina; Masrukan; Walid
De Fermat : Jurnal Pendidikan Matematika Vol. 5 No. 2 (2022)
Publisher : Program Studi Pendidikan Matematika, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Balikpapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36277/defermat.v5i2.288

Abstract

This research aims to test the effectiveness of Creative Problem Solving (CPS) learning and to describe students' mathematical creative thinking skills in terms of Self-Regulated Learning (SRL). The method used is a mixed method research with a sequential explanatory design. In this research, 6 research subjects were taken based on the level of SRL in class VIII A students of SMP Negeri 1 Tayu, Pati Regency for the academic year 2022/2023. The results showed that (1) the CPS learning model was effective on students' mathematical creative thinking abilities, and (2) research subjects with high SRL categories were able to meet all indicators of mathematical creative thinking ability, namely fluency, flexibility, originality, and elaboration; research subjects with moderate SRL category only met three indicators of mathematical creative thinking ability, namely fluency, originality, and elaboration; research subjects with low SRL category can’t meet all indicators of mathematical creative thinking ability. Recommendations to students with low levels of SRL can’t meet all indicators of mathematical creative thinking ability by giving assignments independently and doing peer teaching.
CRITICAL THINKING AND GEOMETRIC IMAGINATION DEVELOPMENT THROUGH ANALYTIC GEOMETRY: A STUDY ON CIRCLES AND TANGENT LINES Harris Adi Wibowo; Budi Waluya; Walid
MATEMATIKA DAN PEMBELAJARAN Vol. 14 No. 1 (2026): MATEMATIKA DAN PEMBELAJARAN
Publisher : IAIN Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33477/mp.v14i1.12595

Abstract

Analytic geometry functions as a cognitive bridge between visual and algebraic representations, particularly in the topics of circles and tangent lines. This qualitative descriptive study aims to map high school students’ thinking processes when solving non-routine analytic geometry problems and to identify how critical thinking and geometric imagination emerge through the coordination of visual and symbolic representations. The participants were 25 Grade XI Natural Science students at SMA Santa Maria Cirebon, selected purposively because they had studied the prerequisite material and the target topic and represented varied levels of ability. Data were collected through four non-routine essay problems, students’ written work, classroom observation, and semi-structured interviews with six selected subjects. Data analysis followed the interactive model of Miles, Huberman, and Saldaña, supported by theory-based coding indicators adapted from Facione and Ennis for critical thinking and from Duval for visual representation. The results show that only 8 of 25 students (32%) solved all problems correctly and completely. Successful students demonstrated a structured thinking flow consisting of initial visualization, algebraic reasoning, and evaluation through visual verification. In contrast, less successful students tended to use formulas procedurally without connecting geometric meaning to algebraic forms. The findings indicate that, in conventional learning, critical thinking and geometric imagination are more likely to appear when students are explicitly accustomed to constructing sketches, translating geometric conditions into equations, and checking results visually. Practically, teachers need to scaffold initial sketching and visual verification; however, because this study is limited to one class and uses a qualitative descriptive design, the findings should be interpreted as a contextual mapping of thinking processes rather than a broad claim of instructional effectiveness.   Keywords: Analytic Geometry; Critical Thinking; Geometric Imagination; Circles and Tangent Lines; Visualization..
Implementation of Augmented Reality in Mathematics Learning on Mathematical Spatial Ability Lubna Rihadatul 'Aisy; Adi Nur Cahyono; Zaenuri; Walid
Media Pendidikan Matematika Vol. 13 No. 2 (2025): J-MPM
Publisher : Program Studi Pendidikan Matematika, FSTT, Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/mpm.v13i2.18487

Abstract

Mathematics learning requires the support of effective instructional media and technology to enhance students’ mathematical spatial abilities. Augmented Reality (AR) has emerged as a promising technology for facilitating spatial learning, particularly in geometry-related topics. This systematic literature review aims to analyze research trends and the implementation of AR in mathematics learning with respect to mathematical spatial abilities, providing insights for future research and instructional design. The review employed the Systematic Literature Review (SLR) method, initially identifying 900 studies, of which 9 articles published between 2020 and 2025 met the inclusion and exclusion criteria. The findings reveal four major clusters of interconnected research themes, with mathematical spatial ability showing strong associations with spatial visualization, mental rotation, and spatial orientation. The analysis indicates an increasing research trend in recent years, highlighting AR’s role not only as a visualization medium but also as an effective pedagogical tool that supports the development of mathematical spatial abilities through interactive three-dimensional representations. These results suggest that AR-based learning has significant potential to enhance spatial understanding in mathematics education.
Trends in Students’ Mathematical Problem-Solving Skills: A Systematic Review and Bibliometric Analysis of GeoGebra-Assisted Problem-Based Learning Research (2021–2025) Nirwana Zuhaida; Emi Pujiastuti; Zaenuri; Walid
Media Pendidikan Matematika Vol. 13 No. 2 (2025): J-MPM
Publisher : Program Studi Pendidikan Matematika, FSTT, Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/mpm.v13i2.18489

Abstract

Education plays a crucial role in developing high-quality human resources, and mathematics serves as a strategic discipline for strengthening logical, critical, and analytical thinking skills. One of the key competencies emphasized by the NCTM is mathematical problem-solving, which remains relatively low according to the 2022 PISA results. To address this issue, the GeoGebra-assisted Problem-Based Learning (PBL) model is applied because it fosters interactive and meaningful learning experiences. This study aims to analyze research trends and the implementation of mathematical problem-solving skills through the GeoGebra-assisted PBL model. This study employed a Systematic Literature Review (SLR) combined with bibliometric analysis using VOSviewer. A total of 200 articles were initially identified from the Google Scholar database through the Publish or Perish application (2021–2025); after applying inclusion and exclusion criteria and quality assessment procedures, 9 articles were selected for final synthesis and bibliometric mapping of keyword co-occurrence, network, and overlay visualizations. The analysis shows that the implementation of the GeoGebra-assisted PBL model consistently enhances students’ mathematical problem-solving skills. PBL cultivates critical thinking skills, while GeoGebra supports concrete visualization of mathematical concepts. The integration of both has proven effective and innovative in improving mathematics learning outcomes in the digital era.
Mathematics Learning Media to Enhance Students’ Mathematical Literacy Annisa Aurelia Salsabila; Masrukan; Zaenuri; Walid
Media Pendidikan Matematika Vol. 13 No. 2 (2025): J-MPM
Publisher : Program Studi Pendidikan Matematika, FSTT, Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/mpm.v13i2.18490

Abstract

Mathematical ability is considered essential and plays a significant role in helping students solve problems in their daily lives. One important component of mathematical ability is mathematical literacy, which refers to an individual's capacity to formulate, use, and interpret mathematics in various real-world contexts. However, many students still struggle to apply mathematical concepts to everyday situations. Therefore, a learning approach that enhances students’ mathematical literacy is needed, including the use of appropriate learning media. This study employed a systematic literature review of experimental and developmental studies to examine mathematics learning media that enhance students’ mathematical literacy. The reviewed literature consisted of national and international journal articles indexed in SINTA and Scopus, published between 2015 and 2025, with students as the research subjects. The results of this study indicate that learning media such as Virtual Mathematics Kits, GeoGebra, Wingeom, Scratch, Wordwall, Kahoot, e-modules, e-LKPD, mathematics comics, Math City Map, and the selection of appropriate learning models are consistently effective in improving students’ mathematical literacy. Digital and interactive media enhance mathematical literacy through visualization, interactivity, and dynamic exploration of mathematical concepts, while contextual and non-digital media strengthen students’ abilities to formulate, employ, and interpret mathematics through real-life problem-solving and meaningful learning experiences across educational levels.
Analysis of Students' Errors in Solving PISA Mathematical Literacy Problems Based on Wonosobo Ethnomathematics Aufaa Ronaa Almaas; Nuriana Rachmani Dewi; Walid; Zaenuri
Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika Vol. 10 No. 2 (2026): JRPIPM AGUSTUS 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jrpipm.v10n2.p188-203

Abstract

This study aims to describe students' errors in solving PISA mathematical literacy problems based on Wonosobo ethnomathematics and to identify the types of student errors in the formulate, employ, and interpret indicators. The study used a qualitative descriptive approach with 24 students of class VII B as research subjects. Data collection techniques were carried out through a mathematical literacy test based on the Wonosobo ethnomathematics context, interviews, and documentation of student work results. Data analysis used the Miles, Huberman, and Saldana model which includes data reduction, data presentation, and conclusion drawing. The results showed that students' mathematical literacy abilities were still in the low category with an average score of 52.77. In the formulate indicator, students had errors in systematically constructing mathematical models from contextual problems. In the employ indicator, students were not yet able to use mathematical concepts and procedures appropriately and tended to immediately write the final answer without showing the complete solution steps. Meanwhile, in the interpret indicator, students still had errors in interpreting the solution results according to the context of the problem. The most dominant error occurred in the employ indicator because students were less careful in performing calculations and were not yet accustomed to writing down the solution procedure sequentially. Based on the research results, more contextual and meaningful mathematics learning is needed through an ethnomathematics approach so that students become accustomed to solving problems systematically at the formulate, employ, and interpret stages.
Co-Authors Adi Nur Cahyono Annisa Aurelia Salsabila Aufaa Ronaa Almaas Budi Waluya Dr. Masrukan, Dr. Emi Pujiastuti Harris Adi Wibowo Lubna Rihadatul 'Aisy Nirwana Zuhaida Nuriana Rachmani Dewi Vena Agustina Zaenuri Mastur