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All Journal Jurnal Kajian Pembelajaran Matematika Journal of Mathematical Pedagogy (JOMP)
Ihsani, Ulynnuha Aulia
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Education Mathematics Social Sciences Other

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Exploring student’s mathematical argument in solving modeling solid with curved surface problem Ihsani, Ulynnuha Aulia; Ekawati, Rooselyna; Shodikin, Ali
Jurnal Kajian Pembelajaran Matematika Vol 7, No 2 (2023): JURNAL KAJIAN PEMBELAJARAN MATEMATIKA
Publisher : UNIVERSITAS NEGERI MALANG

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um076v7i22023p60-69

Abstract

This study aims to describe the mathematical argument of students in modeling mathematical problems with curved side shapes according to the classification of high and low initial mathematical abilities. This study used the descriptive method with the qualitative approach. Six ninth-grade students from junior high school in Surabaya were given five initial mathematics ability test questions. From the results of the initial mathematics ability test, two subjects were selected with the highest and lowest scores. Data instruments in this study use modeling solid with curved surface problem tests and interviews. The collected data were analyzed based on elements of mathematical argument, that is, claims, evidence, reasoning, and rebuttal. The result shows that subjects with high initial ability can make accurate claims, provide appropriate evidence and reason, and provide evidence to reject the counterclaim. This subject is categorized in level 2 of mathematical argumentation. While the subject with low initial ability cannot make claims accurately, the evidence and reason are unsuitable to support the claim and do not provide evidence and reasons to reject the counterclaim. This subject is categorized in level 1 of mathematical argumentation. 
Student’s Metacognition in Solving Mathematical Problem using Chat-GPT Ihsani, Ulynnuha Aulia; Siswono, Tatag Yuli Eko
Journal of Mathematical Pedagogy (JoMP) Vol. 5 No. 2: July 2024
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jomp.v5n2.p102-112

Abstract

This study aims to understand the metacognition processes of students in solving math problems with the assistance of Chat-GPT using a qualitative method and a case study approach. The research subjects are two eighth-grade students from a junior high school in Surabaya, selected through purposive sampling, with one subject representing successful students and the other representing unsuccessful students in the initial problem-solving test (PST). Data were collected through the initial PST, Chat-GPT-assisted PST, and interviews, then analyzed using metacognitive indicators: planning, monitoring, and evaluation. The successful subject actively engaged with Chat-GPT's answers, using metacognition processes to rethink their understanding, connect with prior knowledge, consider strategies, check steps, adjust errors, and verify solutions. Their errors stemmed from misunderstandings and incorrect information from Chat-GPT, but they adjusted and corrected their work upon prompt. In contrast, the unsuccessful subject only showed metacognitive engagement at the planning stage, struggling to understand the problem and prerequisite algebra material. They relied solely on Chat-GPT's answers without understanding or evaluating them, leading to ineffective problem-solving. The difference in metacognition processes between the subjects was attributed to cognitive factors, such as information received from Chat-GPT's answers, understanding of prerequisite material, and ability to comprehend the mathematical problem
Co-Authors Ali Shodikin Rooselyna Ekawati Tatag Yuli Eko Siswono