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All Journal Jurnal Inspirasi Pendidikan Teorema: Teori dan Riset Matematika Minda Baharu Gema Wiralodra Abdimas: Jurnal Pengabdian Masyarakat Universitas Merdeka Malang Mosharafa: Jurnal Pendidikan Matematika Jurnal PkM (Pengabdian kepada Masyarakat) Euclid Proceeding of International Conference on Science, Education, and Technology Journal of Medives: Journal of Mathematics Education IKIP Veteran Semarang
Irmawati Liliana Kusuma Dewi
Universitas Swadaya Gunung Jati
Arts Humanities Computer Science & IT Education Mathematics Social Sciences Other

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Learning Styles and Cognitive Styles of Prospective Mathematics Teachers in Matrix Algebra Courses Irmawati Liliana Kusuma Dewi; Zaenuri Zaenuri; Dwijanto Dwijanto; Mulyono Mulyono
International Conference on Science, Education, and Technology Vol. 8 (2022)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

In studying matrix algebra, prospective mathematics teachers must master, understand, and solve given problems. For prospective mathematics teachers to understand and solve the problems given, lecturers in teaching must pay attention to the learning and cognitive styles of prospective mathematics teachers. Because learning styles and cognitive styles are closely related to how the prospective mathematics teacher obtains, processes information and interacts in the classroom. The learning styles in question are visual, auditory and kinesthetic. Meanwhile, the cognitive styles discussed in this study are field-dependent (FD), field-neutral (FN), and field-independent (FI). This study aims to determine prospective mathematics teachers taking matrix algebra courses learning and cognitive styles. The research method used is descriptive qualitative, where data collection uses a learning style questionnaire and the Group Embedded Figure Test (GEFT). The population in this study were prospective mathematics teachers at Gunung Jati Swadaya University. The sample of this study was 23 prospective mathematics teachers who took matrix algebra courses. The results showed that prospective mathematics teachers had visual (V) 69%, auditory (A) 13%, kinesthetic (K) 17.4%, cognitive style FD 34.8%, FN 43.5%, and FI 21.7%. The combination of learning styles and cognitive results obtained is FD-V 21.7%, FN-V 34.8%, FI-V 13%, FD-A 4.3%, FN-A 4.3%, FI-A 4.3%, FD-K 8.7%, FN-K 4.3%, and FI-K 4.3%. Identifying learning and cognitive styles in the learning process is crucial so prospective mathematics teachers have a solid potential to manage their learning better.
Exploration of Vocational Students’ Mathematical Understanding: A Case Study on Trigonometric Ratios Irmawati Liliana Kusuma Dewi; Cita Dwi Rosita; Muchamad Subali Noto; Farhan Ferdiansyah
Mosharafa: Jurnal Pendidikan Matematika Vol. 14 No. 3 (2025): July
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v14i3.1901

Abstract

Penelitian bertujuan mengeksplorasi kemampuan pemahaman matematis siswa Sekolah Menengah Kejuruan (SMK) pada materi perbandingan trigonometri. Penelitian menggunakan pendekatan kualitatif dengan metode studi kasus. Subjek penelitian yaitu tiga siswa SMK yang mewakili kategori kemampuan tinggi, sedang, dan rendah, dipilih secara purposive. Data dikumpulkan melalui tes dan wawancara semi-terstruktur. Hasil penelitian menunjukkan adanya profil pemahaman matematis yang berbeda pada setiap kategori kemampuan. Siswa berkemampuan tinggi mampu mengidentifikasi konsep trigonometri, menggunakan berbagai representasi, serta mengaitkan perbandingan trigonometri dengan bentuk simbolik dan kontekstual, meskipun masih ditemukan kelemahan pada penguasaan materi prasyarat aljabar. Siswa berkemampuan sedang umumnya mampu menyelesaikan soal rutin dan representasional, namun mengalami kebingungan konseptual dalam menentukan sudut acuan dan menafsirkan perbandingan trigonometri pada situasi non-rutin. Adapun siswa berkemampuan rendah menunjukkan pemahaman yang terfragmentasi, ditandai dengan kesulitan mengidentifikasi konsep yang relevan, menghubungkan informasi soal cerita dengan representasi segitiga siku-siku, serta menjelaskan alasan penyelesaian. Temuan ini mengindikasikan bahwa kesulitan siswa pada materi trigonometri tidak semata-mata bersifat prosedural, tetapi berkaitan erat dengan lemahnya pemahaman konseptual dan penguasaan materi prasyarat. This study aims to explore vocational high school students’ mathematical understanding of trigonometric ratios. A qualitative case study approach was employed. The participants were three vocational students representing high, medium, and low achievement levels, purposively selected. Data were collected through test and semi-structured interviews. The results reveal distinctive profiles of mathematical understanding. High-achieving students were able to identify trigonometric concepts, use multiple representations, and flexibly relate trigonometric ratios to symbolic and contextual forms, although minor weaknesses in prerequisite algebraic knowledge were still evident. Medium-achieving students generally succeeded in routine and representational tasks but experienced conceptual confusion in determining reference angles and interpreting trigonometric ratios in non-routine situations. In contrast, low-achieving students exhibited fragmented understanding, characterized by difficulties in identifying relevant concepts, connecting word problem information to right triangle representations, and explaining their reasoning processes. These findings indicate that students’ difficulties in trigonometry are not merely procedural but are strongly related to conceptual understanding and prerequisite knowledge.
KEMAMPUAN PENALARAN DAN KOMUNIKASI MATEMATIS MAHASISWA: SLR DALAM PERSPEKTIF EPISTEMIK DAN DISKURSIF Cita Dwi Rosita; Irmawati Liliana Kusuma Dewi; Asep Amam
Euclid Vol 13 No 1 (2026)
Publisher : Universitas Swadaya Gunung Jati.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33603/e.v13i1.11833

Abstract

Mathematical reasoning and mathematical communication are two fundamental dimensions of learning mathematics in higher education that are often investigated separately. This article aims to reconceptualize their relationship through an epistemic–discursive perspective, viewing reasoning and communication as mutually constitutive practices in undergraduate students’ mathematical activity. The study employs a systematic literature review of articles published in internationally reputable journals over the last decade that address mathematical reasoning, communication, argumentation, and discourse in higher education contexts. The synthesis was conducted using thematic synthesis enriched by theoretical analysis. The findings indicate that mathematical reasoning cannot be fully understood without considering the communicative dimension and the discursive norms that mediate it, while mathematical communication functions as a medium of thinking and meaning-making rather than merely a means of expression. Based on these findings, the article proposes an integrative conceptual framework that positions mathematical argumentation and epistemic norms as central mediators between students’ reasoning and communication. This study contributes theoretically by offering a reconceptualization of reasoning and communication that is relevant for research and teaching in undergraduate mathematics education.
PEMAHAMAN KONSEP MATEMATIS: DARI KOGNISI INDIVIDUAL MENUJU PRAKTIK EPISTEMIK–DISKURSIF Irmawati Liliana Kusuma Dewi; Cita Dwi Rosita; Marwia Tamrin Bakar
Euclid Vol 13 No 1 (2026)
Publisher : Universitas Swadaya Gunung Jati.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33603/e.v13i1.11834

Abstract

Mathematical conceptual understanding is a fundamental goal of mathematics education, particularly in higher education where students are required to engage with abstract concepts, formal structures, and relationships among mathematical ideas. However, research consistently indicates that instructional practices tend to prioritise procedural success over the development of deep conceptual understanding. This article aims to systematically synthesise research on undergraduate students’ mathematical conceptual understanding by adopting an epistemic–discursive perspective. A systematic literature review was conducted on Scopus-indexed journal articles published between 2014 and 2024 that focus on higher education mathematics. The findings indicate that mathematical conceptual understanding is constructed through the interaction of mathematical representations, discourse and communication, mathematical reasoning, and epistemic norms embedded in learning environments. The review also reveals that conceptual understanding should not be viewed solely as an individual cognitive attribute, but rather as a practice that develops through students’ participation in formal mathematical activity. Based on this synthesis, the article proposes an integrative conceptual framework that positions mathematical conceptual understanding as an epistemic–discursive practice. This framework is expected to contribute to theoretical advancement and inform future research and instructional design in undergraduate mathematics education.
Co-Authors Anggita Maharani Apri Dwi Astuti Asep Amam Aulia Nadifa Cita Dwi Rosita Dina Pratiwi Dwi Santi Dwijanto Dwijanto Fahrudin Muhtarulloh Farhan Ferdiansyah Jaufillaili Marwia Tamrin Bakar Muchamad Subali Noto Mulyono Mulyono Nandar Sunandar Neneng Aminah Nurtini Nurtini Setiyani setiyani setiyani Siska Firmasari Sri Asnawati Sri Asnawati Sri Wahyuni Tatang Herman, Tatang Tri Nopriana Try Suprayo Zaenuri Mastur