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All Journal Jurnal Elemen MATEMATIKA DAN PEMBELAJARAN Range : Jurnal Pendidikan Matematika Multidiciplinary Output Research for Actual and International Issue (Morfai Journal) Hipotenusa: Journal of Mathematical Society
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Universitas Negeri Semarang
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THE USE OF LIVEWORKSHEETS AND PROBLEM BASED LEARNING (PBL) MODELS IN IMPROVING STUDENTS' CRITICAL MATHEMATICAL THINKING SKILLS Siti Lisa Bitasmi’ah; Isnarto; Nuriana Rachmani Dewi
Multidiciplinary Output Research For Actual and International Issue (MORFAI) Vol. 5 No. 5 (2025): Multidiciplinary Output Research For Actual and International Issue
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/morfai.v5i5.3273

Abstract

Mathematics is one of the subjects given to students starting from elementary school to college. Mathematics learning aims to develop students in thinking logically, analytically, regularly and critically. Problem Based Learning (PBL) is a teaching method that presents real-world situations in the learning process with the aim of improving students' critical thinking skills in interactive learning. Interactive learning using Liveworksheets allows teachers to present material in a more interesting and challenging way, so that students are more actively involved in the learning process. This study aims to determine: (1) the effectiveness of using Liveworksheets in improving students' mathematical critical thinking skills, (2) the effectiveness of the Problem Based Learning (PBL) learning model in improving students' mathematical critical thinking skills. The preparation of this article uses the SLR (Systematic Literature Review) method where the articles collected are only articles published within a maximum of the last 6 years (2019-2025). Based on the results of this study, it was found that the use of Liveworksheets in the Problem Based Learning (PBL) learning model can improve students' mathematical critical thinking skills.
THE ROLE OF DEPORTER LEARNING STYLES IN OPTIMIZING PROSPECTIVE TEACHERS’ MATHEMATICAL CREATIVE THINKING THROUGH CASE-BASED E-MODULES Emy Sohilait; Isti Hidayah; Isnarto; Kristina Wijayanti
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.v14i1.14085

Abstract

This study aimed to examine the effects of DePorter learning styles and a case method-based group theory e-module on preservice teachers’ mathematical creative thinking ability. Research integrating the DePorter learning style framework with case method-based e-modules in group theory learning within Indonesian higher mathematics education remains limited. This study employed a quantitative approach using a quasi-experimental nonequivalent control group design. The participants were 52 students of the Mathematics Education Program at STKIP Gotong Royong Masohi, consisting of 30 students in the experimental group and 22 students in the control group. The research instruments included a DePorter learning style questionnaire, a mathematical creative thinking test (Content Validity Index/CVI = 0,89; Cronbach’s α = 0,84), and an observation sheet (Cohen’s κ = 0,78). Data were analyzed using the Shapiro–Wilk test, Levene’s test, normalized gain (N-gain), and two-way ANOVA. The results indicated that the experimental group achieved a higher improvement in mathematical creative thinking ability (N-gain = 0.72; high category) than the control group (N-gain = 0,48; moderate category). Two-way ANOVA revealed significant effects of learning style (F(2,46)=5,87; p=0,004; η²p=0,20), e-module type (F(1,46)=8,21; p=0,001; η²p=0,29), and their interaction (F(2,46)=4,65; p=0,013; η²p=0,17) on mathematical creative thinking ability. Students classified as kinesthetic learners obtained the highest mean scores. These findings suggest that a differentiated case method-based e-module has the potential to support the development of preservice teachers’ mathematical creative thinking ability.   Keywords: Deporter Learning Style; Mathematical Creative Thinking; E-Module; Case Method; Group Theory.
The Impact of the DNTK Pattern Approach on Student Learning Outcomes in Introduction to Group Theory Course Mashuri; St. Budi Waluya; Zaenuri; Isnarto
Hipotenusa: Journal of Mathematical Society Vol. 7 No. 1 (2025): Hipotenusa : Journal of Mathematical Society
Publisher : Program Studi Tadris Matematika Universitas Islam Negeri (UIN) Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/hipotenusa.v7i1.4109

Abstract

Introduction to Group Theory is one of the courses in the field of algebra studies in Mathematics Education Study Program at Universitas Negeri Semarang. Various learning models are implemented in lectures to overcome students' difficulties in understanding and mastering abstract lecture material. In this research, learning was carried out using the DNTK Pattern approach. The DNTK pattern approach is a learning pattern that prioritizes understanding Definitions (D) and their Negations (N), Theorems (T) and their Contrapositions (K) before students are given exercises in the Introduction to Group Theory course. The main goal of this approach is to increase students' conceptual understanding of the structure and properties of groups. This research used quantitative methods and the TAM (Technology Acceptance Model) approach to evaluate the effectiveness of the DNTK pattern approach in improving student learning outcomes. The research results showed that students taught using the DNTK pattern approach have a deeper understanding and are able to apply concepts better compared to conventional learning. This article reviewed the DNTK pattern approach theoretically and empirically, and presented the research results as a basis for further implementation in Introduction to Group Theory lectures.
Critical Thinking Abilities of Prospective Mathematics Teachers Based on Learning Styles Rina Dwi Setyawati; Budi Waluya; Isnarto; Putriaji Hendikawati
Hipotenusa: Journal of Mathematical Society Vol. 7 No. 2 (2025): Hipotenusa: Journal of Mathematical Society
Publisher : Program Studi Tadris Matematika Universitas Islam Negeri (UIN) Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/hipotenusa.v7i2.4481

Abstract

This research attempts to describe the critical thinking abilities of prospective fifth-semester mathematics education teachers at PGRI University Semarang through a qualitative approach. The researcher, as the primary instrument, employed a learning style questionnaire, a Group  Theory  critical thinking test, and an interview guide with purposively selected subjects. Data were analyzed through flow diagrams which included data reduction, data presentation, and drawing conclusions. Data credibility is obtained through triangulation of sources and time. The research result show that the average critical thinking ability test for visual and audotory styles is relatively higher than for kinsestetic learners. At the stages of focus, reasoning, and inference, all three stylesthe stages of saturation, clarity, and overview, a clear distinction emerges, with the visual style demonstrating greater effectiveness by producing answer that are both accurate and complete, unlike the auditory and kinesthetic counterparts. The ability of the three learning styles to express valid arguments to clarify the truth of the answers they make is still very low. Providing training with open-ended problem-based questions and problem-based learning as well as honing the arguments of prospective mathematics teachers are the alternative solutions chosen to improve critical thinking skills.
Commognitive Conflict: How do Critical Thinkers Solve Cognitive Conflict Problems in Geometry? Satriya Adika Arif Atmaja; Zaenuri; Isnarto; Nuriana Rachmani Dewi (Nino Adhi)
RANGE: Jurnal Pendidikan Matematika Vol. 7 No. 2 (2026): Range Januari 2026
Publisher : Pendidikan Matematika UNIMOR

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/jpm.v7i2.9972

Abstract

There has been no research exploring cognitive conflict problems in geometry from commognitive framework. Nevertheless, this framework offers strong potential for gaining new theory about cognitive processes of critical thinkers. This study addresses this gap by exploring in depth how critical thinkers solve cognitive conflict problems in geometry from commognitive framework. Commognitive involves four main components: word use, visual mediators, routines, and narratives. This study employed a qualitative approach to explore the cognitive processes in depth. The instrument used in this study consisted of cognitive conflict problems in geometry designed for junior high school students. The subjects of this study consisted of 17 students from the mathematics olympiad group at Madrasah Tsanawiyah (MTs) Surya Buana Malang, Indonesia. The results revealed two categories: Category A met all critical thinking components and commognitive indicators, whereas Category B met only some. The commognitive conflicts highlighted key moments of cognitive engagement and discourse transformation. These conflicts activated critical thinking components, including interpretation, analysis, evaluation, inference, explanation, and self-regulation. Based on the result, it is recommended that future research explore the development of mathematics instructional designs in cognitive conflict problems based on commognitive framework.
Transformations of students’ cognitive processes when solving PISA-like problems: A commognitive analysis Satriya Adika Arif Atmaja; Zaenuri; Isnarto; Nuriana Rachmani Dewi (Nino Adhi)
Jurnal Elemen Vol 12 No 1 (2026): January
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v12i1.30715

Abstract

The mathematical literacy of Indonesian students in PISA 2022 was categorized as low, highlighting the importance of understanding students’ cognitive processes in mathematical problem solving. This study examines transformations in the cognitive processes of a 15-year-old Indonesian student when solving PISA-like problems using Sfard’s commognitive framework. A qualitative approach was employed to capture detailed learning dynamics. The participant was a 15-year-old student from a randomly selected junior high school in Rembang Regency, Central Java Province, Indonesia, purposefully selected based on the mathematics teacher’s nomination for strong mathematical ability and clear evidence of cognitive shifts during problem solving. The tasks were developed by the researcher and adapted to relevant Indonesian contexts. Qualitative data—including written work, observations, and semi-structured interviews—were analyzed using mathematical literacy processes (formulating, employing, interpreting, and evaluating) and mapped onto four commognitive components: Word Use (WU), Visual Mediators (VM), Routines (R), and Narratives (N). Findings show that reflective self-evaluation supports cognitive restructuring, enabling movement from procedural errors toward coherent reasoning through shifts in WU, VM, and R. The study underscores the need for instructional designs that foster meta-level discourse, reflective thinking, and flexible visual re-representation to strengthen students’ mathematical reasoning.
Co-Authors Budi Waluya Emy Sohilait Isti Hidayah Kristina Wijayanti Mashuri Nuriana Rachmani Dewi Nuriana Rachmani Dewi (Nino Adhi) Putriaji Hendikawati Rina Dwi Setyawati Satriya Adika Arif Atmaja Siti Lisa Bitasmi’ah St. Budi Waluya Zaenuri Mastur