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All Journal Jurnal Elemen Didaktik : Jurnal Ilmiah PGSD STKIP Subang Range : Jurnal Pendidikan Matematika
Nuriana Rachmani Dewi (Nino Adhi)
Universitas Negeri Semarang
Education Mathematics Other

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KEMAMPUAN PEMECAHAN MASALAH MATEMATIS DITINJAU DARI KEPRIBADIAN SENSING DAN INTUITIVE PADA MODEL PROBLEM BASED LEARNING BERNUANSA ETNOMATEMATIKA May Nursuci Cipta Jayanti; Zaenuri; Nuriana Rachmani Dewi (Nino Adhi)
Didaktik : Jurnal Ilmiah PGSD STKIP Subang Vol. 10 No. 1 (2024): Volume 10 No. 01 Maret 2024
Publisher : STKIP Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36989/didaktik.v10i1.2433

Abstract

Masalah umum yang dihadapi oleh beberapa siswa dalam belajar matematika salah satunya adalah rendahnya menjawab pertanyaan berkaitan dengan pemecahan masalah. Tujuan penelitian ini untuk mendeskripsikan kemampuan pemecahan masalah peserta didik pada pembelajaran problem based learning ditinjau dari kepribadian sensing dan intuitive peserta didik. Penelitian ini dilaksanakan dengan pendekatan deskriptif kualitatif. Subjek pada penelitian ini adalah siswa kelas X.E SMA Takhassus Al-Qur’an tahun pelajaran 2022/2023 sebanyak 35 orang. Penelitian ini menggunakan model pembelajaran problem based learning berbantuan etnomatematika. Data dikumpulkan dengan metode tes, angket, observasi, dokumentasi, dan wawancara. Hasil penelitian pencapaian Tes Kemampuan Pemecahan masalah matematis (TKPMM) peserta didik ditinjau dari kepribadian sensing dan intuitive pada pembelajaran problem based learning bernuansa etnomatematika cukup bervariasi. Peserta didik dengan KPMM kategori tinggi untuk tipe kepribadian sensing dan intuitive mampu menguasai dan memahami semua indikator. Peserta didik dengan KPMM kategori sedang untuk tipe kepribadian sensing dan intuitive mampu memahami dan menguasai tiga indikator. Peserta didik dengan KPMM kategori rendah untuk tipe kepribadian sensing dan intuitive hanya mampu memahami dan menguasai dua indikator.
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 Isnarto May Nursuci Cipta Jayanti Satriya Adika Arif Atmaja Zaenuri Mastur