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Analysis of Problem-Solving Behavior of Senior High School Students Hafizatunnisa; Harisman, Yulyanti; Armiati; Amiruddin, Mohd Hasril
Mathematics Education Journal Vol. 18 No. 2 (2024): Jurnal Pendidikan Matematika
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jpm.v18i2.pp181-198

Abstract

Problem solving behavior focuses on how students process to solve problems, while problem solving ability is a student's ability to solve problems. Problem solving behavior can identify students' problems in solving mathematical problems, so that students' mathematical problem solving abilities are achieved as expected. Therefore, it is important for students to develop their problem-solving behaviors. By paying attention to problem solving behavior, teachers can discover students' obstacles in solving problems. The study aims to describe the problem solving behavior of students with low, medium and high ability levels. The subjects of the study were first-year senior high school students. The students were given mathematical problem-solving questions and then interviewed. Based on the interview transcripts, the students were grouped based on the problem solving behavior rubric. However, a new category of problem solving behavior, i.e., semi-routine, was proposed because the existing behavior categories did not fully represent the observed problem solving behaviors. The results of this study showed that problem solving behaviors are categorized into apathetic, semi-routine, routine, semi-sophisticated, and sophisticated. Aspects of problem solving behaviors are knowledge ownership, control, beliefs, and affective. By improving students' problem-solving behavior, it is expected that students' mathematical problem solving abilities will also improve.
PROFESIONALISME (BELIEF DAN ATTITUDE) PENDIDIK SEKOLAH MENENGAH PERTAMA TERHADAP TEKNOLOGI DALAM PEMBUATAN BAHAN AJAR MENGGUNAKAN CLASSPOINT Minora Longgom Nasution; Yulyanti Harisman; Suherman; Hafizatunnisa; Pipin Sumarni; Fitrani Dwina
Euclid Vol 11 No 4 (2024)
Publisher : Universitas Swadaya Gunung Jati.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33603/e.v11i4.9666

Abstract

Fokus pada penelitian ini yaitu profesionalisme pendidik yaitu keyakinan dan sikap pendidik terhadap teknologi. Classpoint menjadi aplikasi yang digunakan dalam pembuatan bahan ajar. Penelitian ini merupakan penelitian survei untuk melihat ketertarikan pendidik terhadap aplikasi classpoint dalam pembuatan bahan ajar. Dua puluh pendidik Sekolah Menengah Pertama (SMP) di kepulauan mentawai sebagai subjek penelitian. Pada awal penelitian pendidik diberikan pelatihan tentang pembuatan bahan ajar dengan aplikasi classpoint. Data diperoleh dengan cara merekam, mengamati, dan mewawancarai pendidik. Diperoleh 94% keyakinan pendidik terhadap aspek budaya teknologi dalam membuat bahan ajar dengan classpoint dan 90% kebermanfaatannya bagi peserta didik. Selain itu, 93% pendidik memberikan perhatian yang baik dan 91% memberikan partisipasi yang baik selama kegiatan.
PROFESIONALISME (BELIEF DAN ATTITUDE) GURU MATEMATIKA SEKOLAH MENENGAH ATAS TERHADAP TECHNOLOGY DALAM PEMBUATAN E-COMIC MATEMATIKA Yulyanti Harisman; Fitrani Dwina; Minora Longgom Nasution; Hafizatunnisa; Pipin Sumarni; Hamdani Syaputra
Euclid Vol 10 No 4 (2023)
Publisher : Universitas Swadaya Gunung Jati.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33603/e.v10i4.566-574

Abstract

Keyakinan dan sikap guru terhadap teknologi menjadi profesionalisme guru yang diamati pada penelitian ini. Pixton menjadi aplikasi yang digunakan dalam pembuatan e-comic matematika. Penelitian ini merupakan penelitian survei untuk melihat ketertarikan guru terhadap aplikasi pixton dalam pembuatan e-comic matematika. Dua puluh guru matematika Sekolah Menengah Pertama (SMA) dari  8 Sekolah berbeda dipilih sebagai subjek penelitian. Pada awal penelitian guru diberikan pelatihan tentang bembuatan e-comic dengan aplikasi Pixton. Pelatihan dilaksanakan selama empat hari. Saat pelatihan guru direkam, diamati, dan diwawancarai. Diperoleh 97% keyakinan guru terhadap aspek budaya teknologi dalam mebuat e-comic dan 92% kebermanfaatan e-comic bagi siswa. Selain  itu, 95% guru memberikan perhatian yang baik dan 92% memberikan partisipasi yang baik selama pelatihan.
Analytical rubrics for mathematical representation behaviour assessment: Development, validation, and cross-cultural application Harisman, Yulyanti; Asra, Aqilul; Hafizatunnisa; Elniati, Sri; Adnan, Mazlini
Journal on Mathematics Education Vol. 16 No. 4 (2025): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v16i4.pp1137-1166

Abstract

Mathematical representation plays a pivotal role in students’ understanding, reasoning, and problem-solving processes. Despite its centrality in mathematics education, systematic approaches to assessing representational behavior remain limited, particularly within diverse cultural and curricular contexts. Existing assessment practices often emphasize cognitive outcomes, overlooking affective, psychomotor, and meta-representational dimensions that shape students’ mathematical understanding. Addressing this gap, the present study developed and validated an analytical rubric designed to assess mathematical representation behavior comprehensively across these four domains. Grounded in the Educational Design Research (EDR) framework, the rubric was constructed through four iterative stages—reflection, recording, grouping and naming, and application. Six mathematics education experts from Indonesia and Malaysia participated in the validation process, while empirical data were collected from 42 undergraduate students who had completed a geometry course. The analysis revealed strong content validity, with Aiken’s V coefficients ranging from 0.78 to 0.93 and full expert agreement, confirming the rubric’s clarity and relevance in evaluating representational behaviors. The rubric categorized student performance into three levels—Eikasia, Dianoia, and Intellectus—providing a nuanced diagnostic framework for assessing students’ mathematical representation. This study contributes to the field by introducing a cross-culturally grounded assessment tool that integrates cognitive, affective, psychomotor, and meta-representational perspectives. The findings highlight the rubric’s potential as both a formative and diagnostic instrument, enhancing the precision of assessment and offering insights for improving mathematics instruction and future digital-based evaluation practices.
Co-Authors Adnan, Mazlini Amiruddin, Mohd Hasril Asra, Aqilul Elniati, Sri Fitrani Dwina Hamdani Syaputra Ida Ayu Putu Sri Widnyani Minora Longgom Nasution Pipin Sumarni Suherman Yulyanti Harisman