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All Journal Desimal: Jurnal Matematika Hipotenusa: Journal of Mathematical Society
Dimas Danar Septiadi
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Education Mathematics Social Sciences

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When proof meets personality: A study of artisan-type prospective teachers in mathematical problem-solving Widyastuti, Rany; Dimas Danar Septiadi; Ikha Yuliati; Fitriyatul Qomariyah; Fatimatuz Zahroh
Desimal: Jurnal Matematika Vol. 8 No. 2 (2025): Desimal: Jurnal Matematika
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/e6rk0523

Abstract

Mathematical problem-solving ability is an essential skill for prospective teachers; however, many students still face difficulties, particularly in proof-based problems. Previous studies have mostly examined personality types in the context of application-based tasks, so there has been limited attention to students’ mathematical problem-solving abilities with the artisan personality type in dealing with proofs of statements. UIN Madura students in the Mathematics Education study program tend to have an artisan personality. They have a tendency to solve problems by using a common pattern. Therefore, when they faced mathematical proof comprehension problems, they often experienced difficulties and limitations. This made the researcher interested in conducting a study that aims to describe the abilities of UIN Madura students in the Mathematics Education study program in solving mathematical problems based on Polya's theory viewed from the artisan personality type. This study is a descriptive qualitative study. The subjects of this study were two students with the artisan personality type. Data collection instruments used questionnaires (personality type data), essay tests (problem-solving abilities), and interviews. Data analysis techniques used the Miles and Huberman technique. Based on the research results, it is known that artisan-type students can understand problems, make plans, and solve problems correctly but cannot re-check the results they have obtained. This indicates the tendency of artisan-type students to choose quick and simple approaches, yet with less accuracy in the verification process. This study contributes to the scientific development by highlighting the distinctive characteristics of artisan-type students in solving mathematical proofs. The findings of this research can serve as a basis for educators in designing learning strategies that are more aligned with students’ personalities.
Geometry ability in Senior High School Students: Based on Learning Style Pipit Firmanti; Yuberta, Fauzi; Dimas Danar Septiadi; Nurulzhia Rahma Nisa
Hipotenusa: Journal of Mathematical Society Vol. 6 No. 1 (2024): Hipotenusa: Journal of Mathematical Society
Publisher : Program Studi Tadris Matematika Universitas Islam Negeri (UIN) Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/hipotenusa.v6i1.1901

Abstract

Geometry becomes an important component in mathematics which is learned by students at every stage. Learning style is one of the factors that influence students' geometry abilities. Therefore, it is important to describe how students' geometry abilities are viewed from learning styles. This research is quantitative descriptive research. The instruments used were a learning style questionnaire and a van hiele thinking test (VHGT). The data analysis technique used is descriptive statistical techniques with percentages, namely data from geometry tests that are successfully collected and then analyzed using a category assessment scale. The instruments used were the learning style questionnaire and the Van Hiele thinking test (VHGT). The research subjects were 276 high school students from eleven different schools in West Sumatra with the dominant learning style being visual as many as 104 students, followed by auditory as many as 98 and kinesthetic as many as 74. The results showed that the average students' geometric ability was 47.4 (on a scale of 0-100). In addition, students with a visual learning style have a higher average geometric ability compared to other learning styles. Therefore, it is hoped that teachers can consider using learning models that apply the Van Hiele level of thinking and the dominant learning style in geometry classes, for example by integrating technology.
Co-Authors Fatimatuz Zahroh Fauzi Yuberta Fitriyatul Qomariyah Ikha Yuliati Nurulzhia Rahma Nisa Pipit Firmanti Rany Widyastuti