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All Journal Union: Jurnal Ilmiah Pendidikan Matematika International Journal of Mathematics and Mathematics Education (IJMME)
Yasir Yasir
East China Normal University
Education Mathematics

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Designing contextual worksheets to measure creative thinking skills in mathematics on probability Hilda Mahmudah; Iik Nurhikmayati; Nia Kania; Yasir Yasir
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 3 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v13i3.18984

Abstract

Students' low mathematical creative thinking skills are the motivation for this study. The aim of this research is to develop context-based student worksheets (LKPD) that assess high school students' mathematical creative thinking abilities. This study uses the ADDIE development model with five stages (Analysis, Design, Development, Implementation, Evaluation), and the research is limited to the implementation stage. The subjects were Grade X students of SMAN 2 Majalengka. The instruments used included practicality questionnaires for teachers and students, validity questionnaires for media and material experts, and effectiveness tests through small-scale trials. A Likert scale was used to collect practicality and validity data, while N-gain analysis was applied to measure effectiveness. The results showed that LKPD with a contextual approach was valid, with an average material expert score of 3.17 and media expert score of 3.50. The practicality was also very good, with teacher practicality at 96.15% and student practicality at 87.26%. The average effectiveness was in the moderate category with an N-gain value of 0.38. Based on these results, it can be concluded that the developed LKPD is feasible, practical, and effective in improving students’ mathematical creative thinking skills. The contribution of this research lies in providing empirically tested, context-based LKPD that can be used as an innovative learning resource to foster mathematical creative thinking in high school students.
Mapping Students' Errors in Mathematical Problem Solving Through the SOLO Taxonomy: A Qualitative Research Design Nia Kania; Mira Sagita; Muhammad Azam; Yasir Yasir; Yeni Dwi Kurino; Suci Trian Meliana; Rismayani Rismayani; Zaenal Arifin
International Journal of Mathematics and Mathematics Education Vol. 4 No. 2 (2026)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/ijmme.v4i2.2170

Abstract

Purpose – Mathematical problem solving in Basic Mathematics requires first-year university students to interpret information, select relevant concepts, apply algebraic procedures, and justify conclusions coherently. However, students’ incorrect or incomplete responses cannot be adequately interpreted through right-or-wrong scoring alone. This study aims to analyse first-year students’ errors in transforming equations into the standard form of quadratic equations using the Structure of Observed Learning Outcomes (SOLO) Taxonomy. Methodology – This study employed a descriptive qualitative approach. The data were obtained from a representative written response produced by a first-year university student enrolled in a Basic Mathematics course. The student’s solution was analysed by identifying the location of errors, classifying the types of errors, and mapping the structural quality of the response into SOLO levels: prestructural, unistructural, multistructural, relational, and extended abstract. Findings – The findings show that the student demonstrated meaningful but inconsistent algebraic understanding. The student correctly transformed some equations into standard quadratic form and identified the coefficients (a), (b), and (c). However, errors occurred in expansion, sign manipulation, simplification, and algebraic justification. The overall response was classified as multistructural with emerging relational characteristics, indicating that the student used several relevant procedures but did not consistently integrate them into a coherent and accurate solution. Novelty – This study contributes an integrated analytical framework that combines error analysis and the SOLO Taxonomy to interpret both the types of mathematical errors and the structural quality of students’ responses. Significance – The findings may assist Basic Mathematics lecturers in designing diagnostic feedback, assessment rubrics, and instructional interventions that support students’ transition from procedural performance to relational understanding.
Co-Authors Hilda Mahmudah Iik Nurhikmayati Mira Sagita Muhammad Azam Nia Kania Rismayani Rismayani Suci Trian Meliana Yeni dwi Kurino Zaenal Arifin