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SYSTEMATIC LITERATURE REVIEW: STUDENTS' REFLECTIVE THINKING SKILLS IN MATHEMATICS LEARNING Hasanah, Nur Riski; ., Turmudi; Juandi, Dadang
CATHA SAINTIFICA Vol 2 No 2 (2024): November 2024
Publisher : Sentra Kekayaan Intelektual dan Inovasi Teknologi (INOTEK) Universitas Sains Al-Qur'an

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32699/cathasaintifica.v2i2.7093

Students' reflective thinking skills are very important in achieving educational goals. Reflective thinking skills have a big role in the process of solving the problems. The involvement of reflective thinking processes in mathematics learning will influence the achievement of learning outcomes. This research aims to describe the results of research on students' reflective thinking skills in mathematics learning. The method used in this research, namely systematic literature review (SLR) which is guided by the Preferred Reporting Items for Systematic Review and MetaAnalysis (PRISMA). This research has collected information and study results from researchers from all over the world to provide a general overview of research on students' reflective thinking in mathematics learning. The key question in this research is how these articles are distributed based on year of publication, level of education, method, conceptual framework of reflective thinking, levels and indicators of reflective thinking. The results of the research show that studies related to reflective thinking skills in 2017 to 2023 are a period of growth in the publication of articles in reputable international journals, especially in scopus. Research on reflective thinking is mostly carried out at the secondary school level, most studies on reflective thinking apply qualitative methods, it is obtained several levels and indicators in students' reflective thinking and some do not report them. The implications of this research will be reference material that describes students' reflective thinking to improve mathematics learning outcomes.

SYSTEMATIC LITERATURE REVIEW: STUDENTS' REFLECTIVE THINKING SKILLS IN MATHEMATICS LEARNING Hasanah, Nur Riski; ., Turmudi; Juandi, Dadang
CATHA SAINTIFICA Vol 2 No 2 (2024): November 2024
Publisher : Sentra Kekayaan Intelektual dan Inovasi Teknologi (INOTEK) Universitas Sains Al-Qur'an

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32699/cathasaintifica.v2i2.7093

Students' reflective thinking skills are very important in achieving educational goals. Reflective thinking skills have a big role in the process of solving the problems. The involvement of reflective thinking processes in mathematics learning will influence the achievement of learning outcomes. This research aims to describe the results of research on students' reflective thinking skills in mathematics learning. The method used in this research, namely systematic literature review (SLR) which is guided by the Preferred Reporting Items for Systematic Review and MetaAnalysis (PRISMA). This research has collected information and study results from researchers from all over the world to provide a general overview of research on students' reflective thinking in mathematics learning. The key question in this research is how these articles are distributed based on year of publication, level of education, method, conceptual framework of reflective thinking, levels and indicators of reflective thinking. The results of the research show that studies related to reflective thinking skills in 2017 to 2023 are a period of growth in the publication of articles in reputable international journals, especially in scopus. Research on reflective thinking is mostly carried out at the secondary school level, most studies on reflective thinking apply qualitative methods, it is obtained several levels and indicators in students' reflective thinking and some do not report them. The implications of this research will be reference material that describes students' reflective thinking to improve mathematics learning outcomes.

Investigation of TPACK Skills of Elementary to Secondary School Teachers in the Context of Educational Technology: Profile and Challenges Hasanah, Nur Riski; Turmudi; Jupri, Al
Jurnal Penelitian Pendidikan IPA Vol 10 No 7 (2024): July
Publisher : Postgraduate, University of Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppipa.v10i7.8197

This research addresses a gap in previous studies that typically focus on a single education level, lacking comparative analysis across primary to secondary education. The study explores the TPACK (Technological Pedagogical Content Knowledge) profiles and barriers faced by mathematics teachers at different educational levels. Previous research often lacks an in-depth examination of these barriers in mathematics teaching. The novelty lies in its multi-level comparative approach, offering insights rarely discussed in existing literature. Using mixed methods, including in-depth interviews, classroom observations, and document analysis, the study provides comprehensive data through triangulation. Findings indicate variations in TPACK skills among mathematics teachers in Banjarmasin. An elementary school teacher exhibited excellent TPACK skills despite insufficient learning documents. A junior high school teacher showed adequate skills but faced similar document preparation issues. A high school teacher displayed excellent skills with complete supporting documents. Differences in TPACK skill profiles stem from barriers such as limited technological access and infrastructure, inadequate training, high workload, teachers' attitudes toward technology, and unsupportive institutional policies. This research underscores the need for tailored interventions to address these barriers and enhance TPACK skills across educational levels.

Integral Concept Learning through Number of Riemann Assisted by GeoGebra Software with a Creative Thinking Framework Dahlan, Jarnawi Afgani; Turmudi, Turmudi; Adirakasiwi, Alpha Galih; Roesdiana, Lessa; Nurjanah, Nurjanah; Patmawati, Hetty; Hasanah, Nur Riski
Mathematics Education Journal Vol. 20 No. 2 (2026): Mathematics Education Journal
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/mej.v20i2.pp317-348

This study aims to develop a contemporary learning design for definite integrals as a solution to challenges in mathematics learning. The integration of GeoGebra enriches students’ learning experiences, while a creative thinking framework supports the development of their creative skills. This design is expected to foster adaptive and innovative students who are prepared for future challenges. The study involved high school mathematics students and teachers and adopted the Plomp development model, including initial investigation, design, realization and construction, validation, and implementation phases. Data were analyzed using both qualitative and quantitative techniques to evaluate the validity, practicality, and effectiveness of the developed teaching materials. GeoGebra was utilized to create interactive simulations of Riemann sums, enabling students to manipulate partitions, interval lengths, and types of sums (left, midpoint, and right). These dynamic visualizations help students understand the limit process underlying definite integrals. The resulting learning design provides structured activities that guide students from visual exploration of area approximation to the formalization of the definite integral concept. The findings indicate that the developed teaching materials are valid, practical, and sufficiently effective in supporting students’ understanding of definite integrals through the concept of Riemann sums.

Geometry Learning through Extended Reality (XR): A Mini Review of Its Impacts, Implementation Challenges, and Future Developments Hasanah, Nur Riski; Turmudi, Turmudi; Juandi, Dadang
Indonesian Journal of Education and Mathematical Science Vol 7, No 2 (2026)
Publisher : Universitas Muhammadiyah Sumatera Utara (UMSU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/ijems.v7i2.29380

Extended Reality (XR) which includes AR, VR, MR, has become one of the important innovations in the development of mathematics learning media, especially in the field of geometry. This review aims to analyze the impact, implementation challenges, and future development directions of XR in geometry learning. A PRISMA-based systematic review was conducted with thematic analysis of literature from reputable international journals. The results of the study show that XR improves the effectiveness of learning and spatial thinking skills, student engagement, and learning motivation through interactive visualization and immersive learning experiences. However, negative impacts that need to be considered, include the dependence on technology, physiological and cognitive disorders, and heightened distraction that affects performance. Implementation challenges include limited infrastructure, teacher readiness, device access, costs, appropriate pedagogical design, and curriculum support for optimal XR integration. Future developments suggest that XR holds strong transformative potential through integration with artificial intelligence (AI), adaptive learning systems, and educational metaverse environments. This study highlights the need for structured XR integration strategies and further research on long-term effectiveness and appropriate XR-based pedagogical design in mathematics learning, particularly geometry.

HIGH AWARENESS, LOW SCORES: UNVEILING THE CONTRADICTION BETWEEN METACOGNITIVE REFLECTION AND WRITTEN MATHEMATICS TEST PERFORMANCE Hasanah, Nur Riski; Turmudi, Turmudi; Juandi, Dadang
EDU-MAT: Jurnal Pendidikan Matematika Vol 14, No 1 (2026)
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/edumat.v14i1.23913

This study aims to describe students’ levels of metacognitive reflection and their written test performance in mathematics learning, as well as to analyze the relationship between the two. The study employed a mixed-method approach with a descriptive–correlational design involving 24 seventh-grade junior high school students selected through purposive sampling. Data were collected using a 10-item metacognitive reflection questionnaire (4-point Likert scale) and a written mathematics test consisting of two open-ended questions. The questionnaire demonstrated acceptable reliability (Cronbach’s Alpha = 0.768). Descriptive analysis indicated that most students were categorized at moderate to high levels of metacognitive reflection. However, Pearson correlation analysis revealed no significant relationship between metacognitive reflection and written test performance (r = −0.152, p = 0.479). These findings suggest that students reported metacognitive reflection does not necessarily correspond to their performance on written mathematical tasks. The results highlight the need for further investigation using multiple data sources to better understand the relationship between metacognitive reflection and mathematical performance. Keywords: Metacognitive Reflection, Written Test, Mathematics Learning, Academic Performance, Awareness

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