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All Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal Pendidikan Matematika (JUDIKA EDUCATION)
Rusyanih, Yanih
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Education Mathematics Other

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Perbandingan Pembelajaran Matematika Berbasis Deep Learning dan Pembelajaran Konvensional dalam Mengembangkan Penalaran Kritis Siswa Ismiarti, Ismiarti; Nilawati, Sastri; Rusyanih, Yanih; Widyati, Widyati; Rahmiwati, Puji
Jurnal Pendidikan Matematika : Judika Education Vol. 9 No. 1 (2026): Jurnal Pendidikan Matematika: Judika Education
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31539/vha0h220

Abstract

This study aims to compare the effectiveness of Deep Learning-based mathematics instruction and conventional instruction in developing seventh-grade students’ critical reasoning skills. The method used was a qualitative comparative approach with a multiple case study design involving two classes and two mathematics teachers selected purposively, with data collected through observation, interviews, and documentation and analyzed using Miles and Huberman’s thematic analysis model. The findings indicate that Deep Learning-based instruction is more effective in promoting students’ reflective thinking, strategy evaluation, and concept generalization compared to conventional instruction, which tends to emphasize procedural mastery. In conclusion, Deep Learning-based instruction contributes more significantly to the development of students’ critical reasoning skills; however, its effectiveness is influenced by the quality of teacher facilitation and task design, therefore the integration of both approaches is recommended to achieve optimal learning outcomes. Keywords: Critical Reasoning; Deep Learning; Mathematics Learning; Conventional Learning.
PERKEMBANGAN RISET DISPOSISI MATEMATIS DALAM PEMBELAJARAN MATEMATIKA: SEBUAH SYSTEMATIC LITERATURE REVIEW (SLR) Suryana, Andri; Nia Kurniasih, Enok; Wartini, Nani; Wintarsih, Ade; Juliana Soleh, Mega; Insani, Sri; Sumarni, Yunita; Hajar Birlanti, Shofina; Rusyanih, Yanih
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 2, Juni 2026 Publish
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.55085

Abstract

Mathematical disposition is an important affective aspect that influences students' success in mathematics learning. Numerous studies have examined mathematical disposition from various perspectives, including problem-solving ability, mathematical literacy, critical thinking, creative thinking, and learning achievement. However, these studies are still scattered across different publications, making it necessary to conduct a comprehensive review. This study aims to analyze the development of research on mathematical disposition in mathematics learning through a Systematic Literature Review (SLR) approach. The data consisted of 24 scientific articles published between 2016 and 2025. The articles were selected based on predetermined inclusion criteria and analyzed using descriptive qualitative techniques. The analysis focused on research methods, research trends, and the main findings related to mathematical disposition. The results indicate that quantitative research is the most frequently used method in studies of mathematical disposition. Furthermore, mathematical disposition has a positive relationship with various mathematical abilities, such as problem-solving, critical thinking, creative thinking, mathematical literacy, mathematical representation, conceptual understanding, and mathematics achievement. Several learning approaches, including Problem Based Learning (PBL), Realistic Mathematics Education (RME), and technology-assisted learning, were also found to contribute positively to the improvement of students' mathematical disposition. Therefore, mathematical disposition should be considered an essential aspect in mathematics learning to support students' academic achievement and higher-order thinking skills.  
Co-Authors Hajar Birlanti, Shofina Insani, Sri Ismiarti, Ismiarti Juliana Soleh, Mega Nia Kurniasih, Enok Nilawati, Sastri Rahmiwati, Puji Sumarni, Yunita Suryana, Andri Wartini, Nani Widyati, Widyati Wintarsih, Ade