Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal Riemann : Research of Mathematics and Mathematics Education Journal of Pedagogi
Saraswati, Grafika
Unknown Affiliation
Education Mathematics

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
The Implementation of Differentiated Instruction in Mathematics Learning to Overcome Differences in Students’ Cognitive Styles Saraswati, Grafika; Afifah, Dian Septi Nur; Hartanto, Setyo
Journal of Pedagogi Vol. 1 No. 4 (2024): Journal of Pedagogi - August
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/vgppqv60

Abstract

Differentiated instruction has emerged as a crucial issue in education to address the varying needs of students in the classroom, specifically in mathematics subjects at the junior high school level. This approach highlights the importance of tailoring learning strategies to meet the distinctive needs of each student, taking into account their cognitive style, interests, and level of learning readiness. This study aimed to describe the implementation of the differentiated instruction model. This study employed a descriptive-qualitative approach, with an observation sheet as an instrument for data collection. Data analysis involved data reduction, data presentation, and drawing conclusions, along with validity testing using triangulation techniques. The results showed that the teacher’s implementation of differentiated instruction increased significantly between the first and second meetings, with the percentage of implementations increasing from 85.71% to 92.86%. Students demonstrated various responses based on their cognitive styles: reflective students showed a high level of organization and self-confidence; impulsive students were prompt in providing answers but less accurate; and slow-inaccurate students required more time to process information and frequently made mistakes. The implementation of the differentiated instruction strategy at State Junior High School (SMPN) 2 Sumbergempol has been proven to improve the quality of mathematics learning. This approach can serve as a valuable model for other schools seeking to improve their teaching methods. It was suggested that further research could be carried out over an extended period with long-term impact evaluations, as well as additional training for teachers to implement differentiated instruction strategies effectively.
How Cognitive Styles Shape Creative Mathematical Thinking Afifah, Dian Septi Nur; Saraswati, Grafika; Hayuningrat, Silfia
Riemann: Research of Mathematics and Mathematics Education Vol. 8 No. 1 (2026): EDISI APRIL
Publisher : Program Studi Pendidikan Matematika Universitas Katolik Santo Agustinus Hippo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38114/riemann.v8i1.192

Abstract

Creative thinking is widely recognized as a core component of higher-order thinking in mathematics education; however, its development among Indonesian students remains a persistent challenge, as reflected in large-scale international assessments such as PISA 2018. Differences in students’ cognitive styles particularly reflective, impulsive, and slow-inaccurate styles are assumed to shape cognitive processing and mathematical problem-solving performance, yet empirical evidence remains limited. This study aims to examine students’ creative thinking ability in mathematical problem solving from the perspective of these cognitive styles. Employing a qualitative descriptive approach, the participants were eighth-grade students from SMP Negeri 2 Sumbergempol Tulungagung, classified using the Matching Familiar Figure Test (MFFT). Data were obtained through problem-solving tests and semi-structured interviews and analyzed through methodological triangulation. The findings indicate that students with reflective cognitive styles exhibit a high level of creative thinking, characterized by fluency, flexibility, and originality. In contrast, students with impulsive and slow-inaccurate cognitive styles demonstrate moderate creative performance, predominantly reflected in elaborative responses. These results highlight the need for differentiated instructional strategies that align with students’ cognitive characteristics. The study contributes to the growing body of literature on cognitive style-based instruction and offers pedagogical insights for fostering creative thinking in mathematics classrooms.
Co-Authors Dian Septi Nur Afifah Hayuningrat, Silfia Setyo Hartanto, Setyo