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All Journal SIGMA: Jurnal Pendidikan Matematika Al-Jabar : Jurnal Pendidikan Matematika Kumawula: Jurnal Pengabdian Kepada Masyarakat Jurnal Eduscience (JES) JURNAL PENDIDIKAN INDONESIA: Teori, Penelitian, dan Inovasi Journal of General Education and Humanities Polinomial : Jurnal Pendidikan Matematika Journal Focus Action of Research Mathematic (Factor M) Circle: Jurnal Pendidikan Matematika International Journal of Research and Community Empowerment Quadratic: Journal of Innovation and Technology in Mathematics and Mathematics Education
Sari, Nurul Husnah Mustika
Unknown Affiliation
Humanities Chemistry Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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Perbandingan Kurikulum Matematika Indonesia dan Kanada: Studi Literatur Kurikulum di Quebec Sari, Nurul Husnah Mustika; Mulyono, Mulyono; Waluya, St. Budi
Polinomial : Jurnal Pendidikan Matematika Vol. 5 No. 1 (2026)
Publisher : Papanda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56916/jp.v5i1.3259

Abstract

Canada is a country that achieves high PISA scores, both in mathematics and other literacy. This article aims to analyze mathematics in Canada, specifically in the province of Quebec which has the highest PISA mathematics score. The research method used is a literature study with sources of academic documents, research reports, and national and international journal articles. Based on the analysis, it is known that there are several differences in the mathematics curriculum in Quebec (Canada and Indonesia), namely in the objectives of mathematics learning where in Quebec mathematics focuses on solving problems, using mathematical reasoning, and communicating using the language of mathematics. Then, in Quebec financial literacy is part of mathematics and teaching in secondary schools. Meanwhile in Indonesia, financial literacy has not been a focus. Regarding teacher licensing in Indonesia, teachers must master four competencies while in Quebec, there are 13 teacher competency standards. The mathematics problems used in Quebec tend to be open-ended problems that have more than one answer. Meanwhile in Indonesia, the problems used are still predominantly problems that have one correct answer. Another crucial thing is that in Quebec uses socio-constructivism while in Indonesia, academic documents use constructivism and humanism, but in its application is not yet optimal and many still use behaviorism.
Exploring critical thinking processes of a field independent elementary student with low self efficacy in numeracy problem solving Yustitia, Via; Patmaningrum, Agustin; Yekti, Sherly Mayfana Panglipur; Sari, Nurul Husnah Mustika; Erdyna Dwi Etika
Al-Jabar: Jurnal Pendidikan Matematika Vol 17 No 1 (2026): Al-Jabar : Jurnal Pendidikan Matematika
Publisher : Universitas Islam Raden Intan Lampung, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ajpm.v17i1.29529

Abstract

Purpose: This study aims to describe the critical thinking abilities of elementary school students with a field independent cognitive style and low self efficacy innumeracy problem solving. The study focuses on how students demonstrate critical thinking through clarification, strategy selection, and inference when addressing mathematical tasks.Method: A qualitative research approach was employed to gain an in-depth understanding of students thinking processes. The participants consisted of eight fifth grade students from SDN Ketintang II, selected through purposive sampling. Data were collected using the Group Embedded Figure Test (GEFT) to identify cognitive styles, self efficacy questionnaires to determine affective characteristics, numeracy tests, and semi-structured interviews. The data were analyzed through qualitative procedures, including data reduction, data display, and conclusion drawing. To ensure data credibility, technique triangulation and time triangulation were applied.Findings: The findings reveal that students with a field-independent cognitive style and low self efficacy were able to meet the three critical thinking indicators used in this study. Students demonstrated the ability to identify relevant information during the clarification stage, select appropriate strategies to solve numeracy tasks, and draw conclusions based on the information obtained.However, although these students tended to solve problems independently without seeking assistance from teachers or peers, they frequently expressed uncertainty regarding the accuracy of their answers, even when applying familiar solution strategies.Significance: This study provides insight into the interaction between cognitive style and self efficacy in shaping students’ critical thinking during numeracy activities in elementary mathematics learning. The findings suggest that strong cognitive independence does not automatically lead to high confidence in problem solving, highlighting the importance of integrating affective support alongside cognitive strategy instruction in elementary mathematics learning.
Co-Authors Adilah, Nihadhu Agustin Patmaningrum Ahmad Faridh Ricky Fahmy Arditya Prayogi Azmy, Nabil Husnan Drajat Stiawan Etika, Erdyna Dwi Farhana, Zidna Ilham Muhammad Isriani Hardini Mulyono Mulyono Nadia Faradhillah, Nadia Nugroho, Dicky Anggriawan Onwardono Rit Riyanto Pratama, Veranda Ardiyan Putra Prayoga, Susilo Adi Rhischa Assabet Shilla, Rhischa Assabet Riandita, Lilik Rusyida, Wilda Yulia Saputra, Moh. Alwi Andiansyah Sherly Mayfana Panglipur Yekti Sri Winarsih St. Budi Waluya Syafi'i, Abdullah Ulhak, Zaki Dia Via Yustitia