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All Journal International Journal of Electrical and Computer Engineering Journal of Education and Learning (EduLearn) AKSIOMA: Jurnal Program Studi Pendidikan Matematika Jurnal Elemen Journal of Research and Advances in Mathematics Education Jurnal Riset Pendidikan dan Inovasi Pembelajaran Matematika (JRPIPM) Jurnal Penelitian Pendidikan Matematika dan Sains Edumatika Journal Focus Action of Research Mathematic (Factor M) MATHEdunesa JRAMathEdu (Journal of Research and Advances in Mathematics Education) Journal of Mathematical Pedagogy (JOMP) Mathematics Education Journal Journal on Mathematics Education
Yurizka Melia Sari
Universitas Negeri Surabaya
Humanities Computer Science & IT Education Electrical & Electronics Engineering Library & Information Science Mathematics Social Sciences Other

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Journal : Journal Focus Action of Research Mathematic (Factor M)

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Cognitive assessment development: item analysis with classical and modern theories Putriani, Desi; Putra, Riza Dhifa Alzabarjud; Anjani, Karlina; Sari, Yurizka Melia
Journal Focus Action of Research Mathematic (Factor M) Vol. 8 No. 1 (2025): Vol. 8 No. 1 (2025)
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/f_m.v8i1.2668

Abstract

Understanding geometric concepts, particularly angles in circles, is fundamental in junior high school mathematics and is crucial in enhancing students' higher-order thinking skills. Assessing students’ cognitive understanding requires valid and reliable instruments that align with curriculum standards and student abilities. This study aims to construct and characterise a cognitive test instrument on angle material in circles through item analysis using Classical Test Theory with Microsoft Excel and Modern Test Theory with RStudio. A mixed-methods approach combining qualitative and quantitative techniques was used to collect data through observation and item analysis. The test instrument consists of five items to measure students’ understanding and analytical abilities. Content validation using the Aiken formula yielded an Aiken index of 1 for each item, indicating all items were valid. Classical analysis showed that items 1 and 3 were difficult, while items 2, 4, and 5 were of medium difficulty. Using the Partial Credit Model (PCM), all items fell within the medium-hard difficulty range. Power differential analysis revealed that item 3 was poorly constructed and should be removed. The results demonstrate that the developed instrument is valid and can differentiate levels of student understanding. This test is expected to support efforts to improve mathematics learning and better prepare students for numeracy literacy components in the Minimum Competency Assessment (MCA). The instrument also provides a framework for developing similar tools in other areas of mathematics education to enhance the accuracy of student learning evaluations.
Exploring students’ statistical problem-solving processes using GeoGebra Classroom: a junior high school case study Lestari, Widy; Setianingsih, Rini; Sari, Yurizka Melia
Journal Focus Action of Research Mathematic (Factor M) Vol. 8 No. 1 (2025): Vol. 8 No. 1 (2025)
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/f_m.v8i1.5004

Abstract

Problem solving is the core goal in learning mathematics. However, TIMSS and PISA results show that Indonesian students' problem-solving abilities are still low. This study aims to describe the process of junior high school students in solving statistics problems using Polya's stages, supported by GeoGebra Classroom as an interactive visual learning tool. This descriptive qualitative research involved 31 grade VIII junior high school students as participants, who then selected three subjects through purposive sampling. Data were collected through tests, interviews, and field notes, then analyzed through data reduction, data presentation, and conclusion drawing. The results showed that highly category problem-solving subjects fulfilled Polya's stages. Medium category subjects completed most of Polya's stages, although some information was missing in the answer. Meanwhile, low category subjects could not solve the problem and did not fulfill Polya's stages. This study concluded that students who follow Polya's stages tend to perform better. Unlike prior research, this study shows how integrating GeoGebra Classroom can support student engagement in each stage of Polya's model. These findings emphasize integrating technology-based non-routine tasks to improve students' problem-solving ability.
Co-Authors Abdul Haris Rosyidi Afsari, Fadilla Ahmad Wachidul Kohar Alfianita, Nova Febrian Ali Shodikin Aliya, Afifa Alvenna Nursyafira Anjani, Karlina Anjasari, Tika Arfiansyah, Noval Ilham Arlinwibowo, Janu Asteria, Prima Vidya Auni, Anggita Dewi, Alvi Setya Kurnia Dini Kinati Fardah Dwi Purwoko El Milla, Yulia Izza ENDANG SUSANTINI Erik Valentino Fatima, Gupita Nadindra Feriyanto Feriyanto Fiangga, Shofan Fikky Dian Roqobih Haq, Muhammad Dani Izzul Jamil, Siti Nur Amalina Kurniasari, Santi Lestari, Widy Martin, Azzahra Cahyaning Marzuqi, Muhammad Ilyas Masitah Shahrill, Masitah MASRIYAH Minarsih, Ni Made Marlin Nabilah, Nurjihan Nafis, Tazkiyatun Nurul Fadilah, Nurul Prayogo, Mochammad Reval Ardhi Yudi Puspaningtyas, Nicky Dwi Putra, Riza Dhifa Alzabarjud Putri, Taszkia Aulia Putriani, Desi Rahayu, Dwi Shinta Rahmawati, Nabila Neva Rini Setianingsih Rooselyna Ekawati Sari, Sovy Dia Permata Sholihah, Umi Mar’atus Shubhiy, Annisa Nadiya Fauziyah Siti Farida Suprapto Suprapto Valentino, Erik Yanti, Liza Puspita