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Kemampuan Siswa SMP dalam Menulis Bukti Ditinjau Berdasarkan Tingkat Kemampuan Matematika Robbi Nur Mulyo; Mega Teguh Budiarto; Ismail; Rini Setianingsih
Pi: Mathematics Education Journal Vol. 6 No. 1 (2023): April
Publisher : Program Studi Pendidikan Matematika Universitas PGRI Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/pmej.v6i1.8111

The ability to write proof means writing down an idea to prove a mathematical problem. It consists of a combination of the ability to read, write and prove. This study aims to describe the ability of junior high school students to write evidence based on mathematical ability. However, only students with high mathematical abilities are the subject of the research. This research is a descriptive study using a qualitative approach. Tests and interviews were conducted to collect the data. There were three steps for collecting data in this study: administering a mathematical ability test; administering a proof writing test with congruence questions to students with high mathematical abilities; and interviewing three students with high mathematical abilities of Grade IXA of SMP Negeri 1 Siliragung, Banyuwangi Regency. Data analysis includes data reduction, data presentation, and drawing conclusions. The results showed that students with high mathematical abilities had good reading, writing, and proving abilities. Based on the results of this study, the researchers suggest that teachers train students more often in reading, writing, and proving mathematical problems and accustom students to writing proofs systematically.

Kemampuan Siswa SMP dalam Menulis Bukti Ditinjau Berdasarkan Tingkat Kemampuan Matematika Robbi Nur Mulyo; Mega Teguh Budiarto; Ismail; Rini Setianingsih
Pi: Mathematics Education Journal Vol. 6 No. 1 (2023): April
Publisher : Program Studi Pendidikan Matematika Universitas PGRI Kanjuruhan Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21067/pmej.v6i1.8111

The ability to write proof means writing down an idea to prove a mathematical problem. It consists of a combination of the ability to read, write and prove. This study aims to describe the ability of junior high school students to write evidence based on mathematical ability. However, only students with high mathematical abilities are the subject of the research. This research is a descriptive study using a qualitative approach. Tests and interviews were conducted to collect the data. There were three steps for collecting data in this study: administering a mathematical ability test; administering a proof writing test with congruence questions to students with high mathematical abilities; and interviewing three students with high mathematical abilities of Grade IXA of SMP Negeri 1 Siliragung, Banyuwangi Regency. Data analysis includes data reduction, data presentation, and drawing conclusions. The results showed that students with high mathematical abilities had good reading, writing, and proving abilities. Based on the results of this study, the researchers suggest that teachers train students more often in reading, writing, and proving mathematical problems and accustom students to writing proofs systematically.

Identifikasi Penalaran Kreatif-Imitatif Siswa dengan Gaya Kognitif Reflektif Durrotun Nabilah; Ismail; Elly Matul Imah
EDUKASIA: Jurnal Pendidikan dan Pembelajaran Vol. 4 No. 1 (2023): Edukasia: Jurnal Pendidikan dan Pembelajaran
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v4i1.229

This research is aimed to describe the creative and imitative reasoning of students with reflective cognitive styles on math problem solving. The study uses a qualitative approach with a data collection instrument used of Matching Familiar Figure Tests, math ability test, mathematical problem-solving tasks, and interview guidelines. The research result studies indicate that a student with reflective cognitive style that have imitative reasoning in problem solving is less able to provide comprehensive information, still using a problem-solving strategy previously known, nor does he make a return check on the results received. It is different with reflective subjects that have proven creative reasoning capable of delivering well-known information, that can provide novel and thought-provoking solutions. Moreover, he also looking back the resulting solutions to the problem.

Problem Solving Process of AKM Algebra Content in Junior High School Students Reviewed from Extrovert and Introvert Personality Types Dewi Purnamasari; Ismail
Journal of Mathematical Pedagogy (JoMP) Vol. 6 No. 1: December 2024
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jomp.v6n1.p14-25

This study aims to describe the problem-solving process of AKM algebra content in junior high school students with extrovert and introvert personality types. This study is a descriptive-qualitative study conducted in class VIII of junior high schools in Sidoarjo Regency. The subjects in this study consisted of 2 students with equal mathematical abilities, namely 1 extrovert student and 1 introvert student. The research instruments were in the form of MBTI personality type questionnaires, TPM AKM questions, and interview guidelines. Data analysis techniques were carried out through the stages of data reduction, data presentation, and drawing conclusions. The results of the study showed that the problem-solving process of AKM extrovert students in understanding problems was to use symbols and not write to state what was asked, while introvert students used symbols and wrote to state what was known and what was asked. In the step of making a plan, extrovert and introvert students can consider the strategies used in solving the problem. In the step of implementing the plan, extrovert and introvert students use the chosen strategy to solve the problem. In implementing the plan, introvert students check all steps repeatedly while extrovert students check only part of the steps. Then, in the review step, extroverted students only rechecked some of their solutions, while introverted students rechecked all of their solutions. Finally, the results of this study can provide information for teachers as consideration and input so that they can develop students' problem-solving processes during learning.

KEMAMPUAN PENALARAN ADAPTIF SISWA SMA DALAM MENYELESAIKAN SOAL HOTS PADA MATERI BARISAN DAN DERET ARITMATIKA DITINJAU DARI GAYA KOGNITIF FIELD DEPENDENT DAN FIELD INDEPENDENT Serly Wahyu Eka Sari; Ismail; Nonik Indrawatiningsih
Madrasah: Journal on Education and Teacher Professionalism Vol. 3 No. 3 (2025): November-Desember
Publisher : Al-Shobar Publisher, Yayasan Islam Al-Shobar Rawaurip

Show Abstract | Download Original | Original Source | Check in Google Scholar

Penelitian ini bertujuan untuk mendeskripsikan kemampuan penalaran adaptif siswa SMA yang memiliki gaya kognitif field dependent dan field independent dalam menyelesaikan soal HOTS materi barisan dan deret aritmatika. Penelitian ini menggunakan jenis penelitian deskriptif dengan pendekatan kualitatif. Subjek penelitian ini dari satu siswa dengan bergaya kognitif field dependent dan satu siswa bergaya kognitif field independent. Kedua subjek memiliki kemampuan matematika tinggi dan berjenis kelamin sama. Pengambilan data dilakukan dengan memberikan tes kemampuan matematika, tes GEFT, tes kemampuan penalaran adaptif, dan wawancara. Selanjutnya data tes kemampuan penalaran adaptif yang diperoleh dianalisis menggunakan indikator kemampuan penalaran adaptif yaitu menyusun dugaan, memeriksa argumen, memberikan jawaban dengan menemukan pola, dan menarik kesimpulan. Pada hasil penelitian didapat bahwa kemampuan penalaran adaptif siswa dengan gaya kognitif field independent dalam menyelesaikan soal HOTS dapat memberikan informasi yang dibutuhkan dalam menyelesaikan soal dan dapat memberikan jawaban lewat menemukan pola serta mengembangkan pola tersebut untuk menyelesaikan soal. Siswa juga dapat mengecek kembali jawabannya serta mengambil kesimpulan dari jawaban yang diperoleh. Sedangkan kemampuan penalaran adaptif siswa dengan gaya kognitif field dependent dalam menyelesaikan soal HOTS tidak dapat menuliskan informasi secara lengkap pada lembar jawabannya dan menyebutkan bahwa semua informasi digunakan dalam menyelesaikan soal. Siswa dapat memberikan jawaban dengan menemukan pola, namum tidak dapat mengembangakan pola tersebut untuk menyelesaikan soal. Siswa juga dapat mengecek kembali jawabannya serta mengambil kesimpulan atas jawaban yang diperoleh.

Analisis Kesalahan Siswa SMP dalam Menyelesaikan Soal Setara AKM Numerasi Ditinjau dari Gaya Belajar Devinta Safa Salsabila; Ismail; Nonik Indrawatiningsih
MATHEdunesa Vol. 15 No. 1 (2026): Jurnal Mathedunesa Volume 15 Nomor 1 Tahun 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v15n1.p114-126

This study is a qualitative descriptive study that analyzes students' errors with the aim of describing the errors made by junior high school students in terms of visual, auditory, and kinesthetic learning styles using Newman's error indicators. The research data consists of the learning styles of the subjects and the results of the Minimum Numeracy Competency Assessment test. It was obtained from the learning style questionnaire and the students' answers to the questions using Newman's indicators as well as interviews between the researcher and the research subjects. The subjects taken for this study were 3 students out of 32 students of Junior High School. Each of them has different learning style visual, Auditory, kinesthetic. Moreover, the chosen subjects are those who had the highest learning style questionnaire scores for each type of learning style. Additionally, based on the results of students' answers to the Minimum Numeracy Competency Assessment questions, the researcher conducted interviews with the three selected subjects and analyzed their answers further to identify errors. The results of the study indicate that interm of there is cognitive levels of reasoning concepts. Student with a visual learning style made errors in understanding the questions, performing transformations, processing the final answers, and drawing conclusions from the final answers. student with auditory learning styles made mistakes in transformations, processing final answers, and drawing conclusions from final answers. Meanwhile, student with kinesthetic learning styles made mistakes in transformations, processing final answers, and drawing conclusions from final answers.

Improving the Skills of Junior High School Mathematics Teachers in Developing Deep Learning-Oriented Lesson Plans Using ChatGPT Masriyah; Abdul Haris Rosyidi; Ismail; Rini Setianingsih; Umi Hanifah
MATHEdunesa Vol. 15 No. 1 (2026): Jurnal Mathedunesa Volume 15 Nomor 1 Tahun 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v15n1.p106-113

Advances in artificial intelligence (AI) technology offer significant opportunities for education to create more innovative and adaptive learning experiences. Mojokerto Regency, East Java, with over 100 junior high schools, faces challenges in integrating modern technology into learning, particularly in mathematics. These challenges include teachers' limited understanding of AI technologies such as ChatGPT, limited resources, and limited access to technology-based training. This study aims to describe the improvement of junior high school Mathematics teachers' understanding and competency in developing deep learning of lesson plans using the ChatGPT after participating in technology-based training. This study was conducted through training on an introduction to AI (ChatGPT), discussions on the ChatGPT-assisted deep learning of Mathematics lesson plans and mentoring in developing the ChatGPT-assisted deep learning of Mathematics lesson plans. Participants were given a pretest before the activity and a post test after the training. Furthermore, participants were assessed as a group on their performance in developing the ChatGPT-assisted deep learning Mathematics lesson plan. Based on the results of the pretest and posttest analysis, and group performance, it can be concluded that there is an increase in the understanding and competence of Mathematics teachers in using AI (ChatGPT), to develop a deep learning of lesson plan that is interactive, relevant, and supports the implementation of the Merdeka Curriculum

Menilai Kualitas Tugas Matematika Buatan Guru SMP dengan Stimulus Soal Berbasis Literasi dan Numerasi yang Menumbuhkan Berpikir Kritis Siswa Ismail; Tatag Yuli Eko Siswono; Masriyah; Abadi
MATHEdunesa Vol. 15 No. 1 (2026): Jurnal Mathedunesa Volume 15 Nomor 1 Tahun 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v15n1.p72-80

Questions that encourage students to construct meaning and build mental connections tend to foster critical thinking skills. Previous research on junior high school mathematics teachers shows that, in reality, teachers often have not been successful in teaching students to think critically; instead, they focus more on teaching the subject matter content alone. The problem concerns how to improve the quality of mathematics tasks designed by junior high school mathematics teachers in Pasuruan Regency, and whether the tasks developed by teachers have already fostered students’ critical thinking skills. One effort that teachers can undertake is to use literacy- and numeracy-based problem stimuli in the tasks given to students. However, the development of literacy- and numeracy-based questions that can enhance critical thinking skills has not yet been well mastered by mathematics teachers. Therefore, they need to engage in direct, interactive activities with experts in mathematics education, particularly in the field of critical thinking. Through the workshop on critical thinking–oriented learning for junior high school mathematics teachers in Pasuruan Regency, it is expected that teachers will be able to design literacy- and numeracy-based problem stimuli to be used in critical thinking–oriented mathematics instruction at the junior high school level. The results of the teacher mentoring activities in designing mathematics tasks with literacy- and numeracy-based problem stimuli for critical thinking–oriented mathematics learning at the junior high school level are as follows: 16 out of 19 participants (84%) produced stimuli that were well designed based on literacy and numeracy, containing sufficient information to develop questions that trigger students’ critical thinking skills; 2 out of 19 participants (10.5%) produced stimuli that were fairly well designed based on literacy and numeracy, containing limited information to develop questions that stimulate students’ critical thinking skills; and 1 out of 19 participants (5%) produced stimuli that were poorly designed based on literacy and numeracy, containing no information that could develop questions to stimulate students’ critical thinking skills. Based on the questionnaire results, 53.8% of participants strongly agreed and 46.2% agreed that the workshop materials could be easily understood and applied; 76.9% strongly agreed and 23.1% agreed that the workshop materials were delivered in a well-structured and systematic manner; 84.8% strongly agreed and 15.4% agreed that the resource person mastered the material presented; 61.5% strongly agreed and 38.5% agreed that the resource person presented the material clearly and sequentially; 69.2% strongly agreed and 30.8% agreed that the answers provided by the resource person to participants’ questions were very clear; and 38.5% strongly agreed, 46.2% agreed, while only 15.4% disagreed that the duration of the training was appropriate.

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