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All Journal Humano: Research Journal EDUKASI Jurnal Ilmiah Matematika (JIMAT)
Suhaimi Tegamuni
Sekolah Tinggi Teknik Atlas Nusantara
Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Keterampilan Berpikir Kritis Matematis Siswa Ditinjau dari Gaya Kognitif Pada Materi Bangun Ruang Faradila Thalib; Suhaimi Tegamuni
JIMAT: Jurnal Ilmiah Matematika Vol 5 No 1 (2024): Januari-Juni 2024
Publisher : Program Studi Pendidikan Matematika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63976/jimat.v5i1.506

Abstract

Penelitian ini awalnya didasarkan pada minat peneliti dalam kasus yang ditemukan pada siswa ketika menyelesaikan persoalan matematika yang diberikan dalam bentuk keterampilan berpikir terhadap suatu masalah. Penelitian ini bertujuan untuk mengeksplorasi pola berpikir siswa untuk menggambarkan keterampilan berpikir kritis siswa saat mereka memberikan solusi penyelesaian secara kritis terhadap sebuah masalah matematika. Penelitian ini adalah penelitian kualitatif dalam studi kasus yang melibatkan satu siswa sebagai subjek penelitian. Temuan menunjukkan bahwa (1) kemampuan siswa menyelesaikan masalah dengan strategi yang tepat sesuai dengan pengetahuan awalnya dengan gaya kognitif yang dimiliki oleh siswa tersebut; (2) pengalaman pribadi dari pengetahuan awal yang disimpan dalam memori jangka panjang; (3) aktivitas kebenaran dalam bernalar.
Teacher Support and the Transfer of Responsibility: An Exploratory Survey of Students’ Perceptions in an Islamic Junior Secondary School in Ternate, Indonesia Abdurrahman Hi Usman; Sitirahia Hi. Umar; Suhaimi Tegamuni
EDUKASI Vol 24 No 2 (2026): OCTOBER 2026 (Article in press)
Publisher : FKIP Universitas Khairun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33387/j.edu.v24i2.12756

Abstract

Teacher support is widely valued, yet support does not automatically hand cognitive and conversational responsibility to learners. This study examined how students at SMP Muhammadiyah 1 Ternate, Indonesia, perceived teacher guidance, autonomy-preserving scaffolding, and classroom participation, where these perceptions diverged, and whether they differed by gender or grade. A cross-sectional survey was conducted with 101 students in Grades VII–IX using a researcher-developed, exploratory 15-item, five-point Likert questionnaire. Data were analysed with descriptive statistics, paired-samples t tests on within-person contrasts, Welch’s t test, one-way ANOVA, Kruskal–Wallis tests, and an equivalence test. Internal consistency was acceptable (α = .73) and overall perceptions were favourable (M = 4.20, SD = 0.35). As hypothesised, direct assistance and task supervision were rated higher than hints that withhold an immediate answer (Mdiff = 0.81, t(100) = 7.47, p < .001, dz = 0.74). Opportunities to ask questions and express opinions were also rated higher than the balance of teacher and student talk (Mdiff = 1.34, dz = 1.20), although this contrast involves a reverse-worded item and is interpreted with caution. Resource diversity received the lowest rating (M = 2.99). Gender and grade differences were not significant, and the gender difference was statistically equivalent to zero within ±0.5 SD. Because the instrument has not been externally validated, these findings are read as perceived patterns rather than verified practice. They suggest strong relational support alongside an incomplete transfer of responsibility. Teachers can retain care and clarity while offering prompts before answers, widening classroom dialogue, and diversifying learning resources.
PERCEIVED CONTRIBUTION OF DIGITAL TECHNOLOGY TO HIGHER EDUCATION FUNCTIONS: RESPONSE PATTERNS AND RELIABILITY OF A PILOT INSTRUMENT IN NORTH MALUKU Abdurrahman Hi Usman; Sitirahia Hi. Umar; Suhaimi Tegamuni; Nutfah A. M. Arif
Humano: Jurnal Penelitian Vol 17 No 2 (2026): PERIODE NOVEMBER (ARTICLE IN PRESS)
Publisher : LPPM Universitas Khairun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33387/humano.v17i2.12799

Abstract

Digital technology is expected to support not only teaching but also research, community service, governance and partnership in higher education institutions. This pilot study examined how higher-education users in North Maluku, Indonesia, rate the contribution of digital technology to these functions and whether a brief ten-item instrument can distinguish between them. An exploratory cross-sectional online survey was conducted from 25 August to 12 September 2026 with a convenience sample of 38 students, alumni, lecturers and employed graduates, who rated ten positively worded five-point Likert-type items. Item estimates were reported with 95% confidence intervals, distinguishability was assessed with an exact best-case bound for Holm-corrected Wilcoxon comparisons, and reliability was examined with Cronbach’s alpha, the mean inter-item correlation and Spearman–Brown projections. The composite mean was high (M = 4.45, 95% CI [4.31, 4.59]), but 98.2% of responses fell in the two highest categories, indicating a strong ceiling effect. No pairwise difference between functions could reach significance under any data configuration. Alpha was .94, the mean inter-item correlation was about .59, and six items would suffice for alpha = .90, indicating item redundancy. The instrument captured shared positivity but could not discriminate between institutional functions and should be revised before wider use.
Co-Authors Abdurrahman Hi Usman Faradila Thalib Nutfah A. M. Arif Sitirahia Hi Umar