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All Journal SIGMA: Jurnal Pendidikan Matematika Mathema: Jurnal Pendidikan Matematika
Dwi Shinta Rahayu
UIN Syekh Wasil Kediri
Mathematics Other

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Prospective Mathematics Teachers’ Creativity in Developing Mathematics Problems Based on Ethnomathematics Context and AKM Framework Eka Sulistyawati; Dwi Shinta Rahayu
MATHEMA: JURNAL PENDIDIKAN MATEMATIKA Vol. 8 No. 1 (2026): MATHEMA
Publisher : Universitas Teknokrat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33365/jm.v8i1.1136

Abstract

Developing instrument tests is an important skill for prospective teachers. The implementation of the Merdeka Curriculum is a means to meet 21st-century skills, one of which is numeracy literacy. This study aims to describe the creativity of prospective teachers and the cognitive level of the developed mathematics problem oriented with Minimum Competency Assessment (AKM) using ethnomathematics context. This qualitative research employed a phenomenological approach, with subjects 7th-semester prospective teachers at an Islamic higher education. Stratified random sampling and maximum variation sampling techniques were used to select 12 students from 96 based on prerequisite course grades. Student creativity in constructing problems was assessed using rubrics based on creativity indicators: fluency, flexibility, and elaboration. The Gwet AC1 Coefficient was used to ensure agreement on the scoring results. Based on the fluency indicator, the results showed that the algebra content was the most difficult to develop, while the measurement and geometry content was the easiest. Based on the flexibility indicator, the majority of the problems were at the application level, and the fewest were at the reasoning level. Considering the level of problems, content on measurement & geometry, data & uncertainty, and algebra were least frequently developed into reasoning-level problems. Based on the problem type in the elaboration indicator, the majority of students developed problems that did not contain new additional information. The least frequently developed problem type was one that included additional information but was not necessary to solve the problem. The findings of this study imply the necessity of measuring teachers' numeracy literacy skills before students' numeracy literacy is developed and measured, as well as the importance of problem development training.
ANALYSIS OF CRITICAL THINKING SKILLS IN SOLVING HOTS TYPE PROBLEMS REVIEWED FROM STUDENTS’ METACOGNITIVE AWARENESS Farizah Nur Amaliyah; Noer Hidayah; Dwi Shinta Rahayu
SIGMA: JURNAL PENDIDIKAN MATEMATIKA Vol. 17 No. 2: Desember 2025
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/6shsyg26

Abstract

Critical thinking ability is one of the essential 21st-century competencies that must be developed in students. The low level of students’ critical thinking skills in solving Higher Order Thinking Skills (HOTS) problems on the Two-Variable Linear Equation System (TVLES) material is an issue that requires further investigation. This study aims to analyze students’ critical thinking skills in solving HOTS problems based on their level of metacognitive awareness. This research employed a descriptive qualitative design involving 31 students of class VIII-A at MTs Sunan Gunung Jati. Data were collected through a metacognitive awareness questionnaire, a HOTS test, and interview guidelines. Students were categorized into high, moderate, and low levels of metacognitive awareness for data analysis. The results show that students with high and moderate metacognitive awareness met all critical thinking indicators: interpretation, analysis, evaluation, and inference, and those with low metacognitive awareness fulfilled only interpretation and analysis indicators. This study provides new insights into the relationship between metacognitive awareness and critical thinking skills in learning TVLES at the junior secondary level, an area rarely explored in previous studies. The findings have strong practical implications, suggesting that mathematics teachers should integrate metacognitive strategy training Learning models to systematically foster students’ metacognitive awareness and enhance their critical thinking skills.
Co-Authors Eka Sulistyawati Farizah Nur Amaliyah Noer Hidayah