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All Journal YASIN: Jurnal Pendidikan dan Sosial Budaya Pentagon: Jurnal Matematika dan Ilmu Pengetahuan Alam
Fran Susanto
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Mathematics Social Sciences Other

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Cara Berpikir Visual Siswa SMA dalam Memahami Masalah Dimensi Tiga Fran Susanto
Pentagon : Jurnal Matematika dan Ilmu Pengetahuan Alam Vol. 3 No. 1 (2025): Maret : Pentagon : Jurnal Matematika dan Ilmu Pengetahuan Alam
Publisher : Asosiasi Riset Ilmu Matematika dan Sains Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62383/pentagon.v3i1.399

Abstract

This study aims to describe the visual thinking of high school students in understanding three-dimensional problems. This research is a descriptive research with a qualitative approach. Two students with medium and high mathematical skills of the female gender were selected as research subjects. Data was collected by giving three-dimensional problem-solving tasks according to Polya's steps and interviews. Students' visual thinking is described based on seeing, recognizing, imagining, and showing. The results of the study show that at the comprehension stage, students with medium and high mathematical skills do looking and seeing, recognizing and imagining at the planning stage, and showing the steps to implement the problem-solving plan appropriately but in a different way, students with medium ability use more concise steps and vice versa for high-ability students; At the re-examination stage, the two subjects showed (showing) the conclusion of the solution solution, but did not show (showing) re-checking.
Integrasi Soal Nonrutin dalam Perkuliahan Pemecahan Masalah Matematika: Studi Reflektif Pengajaran Ulil Nurul Imanah; Fran Susanto
YASIN Vol 6 No 2 (2026): APRIL
Publisher : Lembaga Yasin AlSys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/yasin.v6i2.9452

Abstract

The low level of university students’ mathematical problem-solving ability remains a challenge in learning, particularly due to the dominance of routine problems, which limits strategic flexibility and hinders the development of metacognitive awareness in dealing with complex problems. This study aims to analyze the impact of integrating non-routine problems, particularly mathematics olympiad problems, into the Mathematical Problem Solving course through a reflective teaching study design. This study used a qualitative approach involving four students in the mathematics education study program over one semester. Data were collected through student worksheets, classroom observations, reflective journals, as well as assessments using a rubric based on heuristic stages encompassing understanding the problem, planning a strategy, carrying out the solution, and reflecting. Data analysis was conducted using an interactive model strengthened by descriptive quantitative indicators. The results showed improvement at all stages of the problem-solving process. The students demonstrated better ability in identifying problem structures, selecting and adjusting strategies, evaluating the effectiveness of solutions, and reflecting on their thinking processes. In addition, there were improvements in strategic flexibility, metacognitive regulation, intellectual perseverance, and the quality of mathematical argumentation. This study concludes that the systematic integration of non-routine problems is effective in developing reflective problem-solving ability. The implications of this study emphasize the importance of using non-routine problems as a pedagogical strategy in mathematics teacher education to develop critical, adaptive, and reflective thinking skills.
Co-Authors Ulil Nurul Imanah