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All Journal Primary: Jurnal Pendidikan Guru Sekolah Dasar IRJE (Indonesian Research Journal in Education) Journal of Education Technology JTP - Jurnal Teknologi Pendidikan Jurnal Keperawatan Widya Gantari Indonesia Jurnal Pedagogi dan Pembelajaran Mosharafa: Jurnal Pendidikan Matematika Journal on Mathematics Education Journal of Research and Educational Research Evaluation
Setiyani
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Humanities Computer Science & IT Education Health Professions Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Mathematical thinking processes based on decision-making types in Grade VIII numeracy: Foundations for differentiated instruction in Geometry Rosita, Cita Dwi; Setiyani; Asmara, Andes Safarandes; Sumarwati, Sri; Suprayo, Try
Journal on Mathematics Education Vol. 17 No. 1 (2026): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v17i1.pp1-26

Abstract

Mathematical thinking ability in solving numeracy problems is a crucial 21st-century competency that students must possess to support critical, analytical, and problem-solving skills. However, in practice, students demonstrate diverse ways of making decisions when confronted with numeracy problems, leading to variations in mathematical thinking processes and often resulting in disparities in learning outcomes. This study aims to analyze students’ mathematical thinking processes based on decision-making types: namely intuitive, empirical, heuristic, and rational and to design differentiated instruction aligned with the characteristics of each type. A qualitative approach was employed, with data collected through numeracy tests and observations. The findings reveal that intuitive students tend to rely on visualization and prior experiences without formal proof; empirical students emphasize concrete measurement and validation through discussion; heuristic students demonstrate flexibility in exploring solution strategies and evaluating alternatives, while rational students think systematically in a deductive and argumentative manner. Based on these findings, differentiated instruction was designed in terms of content, process, and product, allowing teachers to adapt materials, strategies, and forms of assessment to students’ decision-making types. The study concludes that differentiated instruction that takes decision-making types into account has the potential to optimize students’ mathematical thinking processes and enhance numeracy competence in the domain of geometry.
Co-Authors Abidah Ardelia Adi Nur Cahyono Andes Safarandes Asmara, Andes Safarandes Ayu Try Lestari Cita Dwi Rosita Dewinne Triyani Dina Pratiwi Dwi Santi Fauji, Sandi Hermana Ferry Ferdianto Fuad Nasir Gunawan Herdiawati, Indriani Eka Jajo Firman Raharjo Kharimah Laela Sagita Laelasari Lala, Laelasari Maharani Mohammad Dadan Sundawan Putri, Dian Permana Rahmad Khodari Reni Purwo Aniarti Rismayani Salsabila Anindiyah Shanti Nurhidayah Siska Firmasari Siti Valentina Pertiwi St. Budi Waluya Sukestiyarno Sukestiyarno Sumarwati, Sri Suprayo, Try Yudistira Indra Prahasta Putra Elwanda