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All Journal PRISMA Riemann : Research of Mathematics and Mathematics Education Pedagogy: Journal of Multidisciplinary Education Jurnal Didaktik Matematika
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Jejak Kebenaran Matematika Menurut Platonisme Elisa Setyaningrum; Nurhidayah; Dina Damayanti; Desi Putri Andini; Anggun Putri Handayani; Mubarik
Pedagogy: Journal of Multidisciplinary Education Vol. 2 No. 1 (2025): Mei 2025
Publisher : PT. Academic Bright Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61220/pedagogy.v2i1.260

Abstract

Platonisme dalam matematika mencerminkan keyakinan Plato bahwa ada dunia bentuk atau ide yang lebih nyata dan abadi dibandingkan dunia fisik yang kita lihat sehari-hari. Penelitian ini bertujuan untuk menelusuri kebenaran matematika dalam filsafat matematika ditinjau dari aliran Platonisme. Dalam penelitian ini, digunakan metode kualitatif dengan pendekatan study literature berdasarkan data-data referensi atau kepustakaan. Hasil pembahasan dari penelitian ini bahwa platonisme dalam matematika adalah pandangan bahwa objek-objek matematika memiliki keberadaan yang nyata dan obyektif dalam suatu alam ideal. matematika dianggap sebagai penemuan, bukan ciptaan manusia, di mana para matematikawan menemukan hubungan dan kebenaran yang sudah ada di alam ideal tersebut. Platonisme telah banyak dikritik oleh para filsuf yang disebut “nominalisme” dengan dua kelemahan utama. Pertama, Platonisme tidak dapat memberikan penjelasan yang memadai tentang bagaimana para matematikawan memperoleh akses ke pengetahuan tentang bidang yang bersifat platonis. Kedua, Platonisme tidak dapat memberikan penjelasan yang memadai tentang matematika, baik secara internal maupun eksternal. Manfaat dari penelitian ini dapat membantu pemahaman akan pandangan Platonisme terhadap kebenaran serta keberadaan matematika.
An Analysis of Students' Pseudo-Thinking Processes in Solving Algebra Problems from The Perspective of Self-Confidence Nur Rahma; Mubarik; Fajriani; Pathuddin
PRISMA Vol. 15 No. 1 (2026): PRISMA
Publisher : Universitas Suryakancana

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35194/jp.v15i1.6251

Abstract

This study aims to describe the pseudo-thinking processes of eighth-grade junior high school students in solving algebra problems, as viewed from the perspectives of high, moderate, and low levels of self-confidence. This study was conducted in the eighth grade at SMP Negeri 7 Palu during the 2025/2026 school year. A total of 3 students were selected from a group of 29 students. This research method uses a qualitative approach of a descriptive nature.The researcher employed a self-confidence questionnaire, an algebraic problem-solving test, and interviews. The results indicate that students have high self-confidence in their ability to solve problems correctly and follow problem-solving steps; however, they still struggle to explain their reasoning conceptually, suggesting that their thinking is pseudo-correct. Students with moderate self-confidence are able to solve problems fairly well, but they still make mistakes in their approach and conceptual understanding, so they tend to engage in pseudo-correct thinking, although not to the same extent as students with high self-confidence. Students with low self-confidence tend to have difficulty understanding and solving problems, leading them to give incorrect answers; however, they are able to correct their mistakes after reflecting on them, thus demonstrating pseudo-errors.
Is mathematics still scary? Primary school pupils' perceptions of mathematics Mubarik; Ibnu Hadjar; Welli Meinarni; Annisa Dwi Kurniawati
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.v8i1.155

Abstract

For a long time, research has shown that mathematics is an unpleasant subject. This study examines whether mathematics remains scary today. Previous research has limitations, particularly in terms of why primary school students have negative perception of mathematics. This study uses a descriptive qualitative design supported by quantitative data to obtain more in-depth results. The subjects of this study were 153 fifth-grade students from nine primary schools in the city of Palu, selected at random. Data were collected via a questionnaire, and responses were categorized as positive or negative. Based on this, 109 students (71%) gave negative responses, namely "mathematics has a lot of formulas", "mathematics is difficult", "mathematics is scary", and "mathematics is boring". Meanwhile, 44 other students (29%) gave positive responses, namely "mathematics is challenging" and "mathematics is enjoyable". Subsequently, six participants were selected who were representatives of each type of response to be interviewed. Data credibility was tested using the member check technique. Then, it was analyzed using three stages, namely data condensation (summarizing and connecting meaning between data), data presentation (displaying data in tables and descriptions) and drawing conclusions (connecting data with theory, data categorization, and data interpretation). The results of this study indicate that many primary school students still find mathematics intimidating. This perception is driven by two factors: the nature of mathematics and the way it is taught. This situation necessitates the continued development of learning strategies that can shift students' perceptions from negative to positive.
The Process of Abstraction in Students’ Understanding of Triangle Concepts Ni Luh Riska Ulandari; Rita Lefrida; Sukayasa; Mubarik
Jurnal Didaktik Matematika Vol. 13 No. 1 (2026): Jurnal Didaktik Matematika
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jdm.v13i1.889

Abstract

Students often struggle to transform concrete representations into formal mathematical representations in geometry because they differ in how they receive, process, and understand information. Abstraction theory provides a useful framework for understanding how students develop geometric concepts. This qualitative study explored students' processes of mathematical abstraction in understanding the concept of triangles, based on Field-Dependent (FD) and Field-Independent (FI) cognitive styles. The analysis was guided by eight aspects of mathematical abstraction, integrating empirical and theoretical abstraction with the processes of generalization and representation. Two seventh-grade students from a junior high school in Palu, Indonesia, were purposively selected through the Group Embedded Figures Test (GEFT) to represent the FD and FI cognitive styles. Data were collected through triangle-related tasks and semi-structured interviews. The findings revealed that FD students focused on observable visual features and generalized concepts based on shape similarities, resulting in simple representations that relied primarily on pictorial forms. In contrast, FI students identified relationships among geometric elements, generalized concepts based on structural properties, and represented concepts in a more formal and idealized manner. These findings suggest that cognitive style influences students' mathematical abstraction processes and highlight the importance of geometry instruction that accommodates students' cognitive characteristics to support effective concept formation.
Co-Authors Anggun Putri Handayani ANNISA DWI KURNIAWATI Desi Putri Andini Dina Damayanti Elisa Setyaningrum Fajriani Ibni Hadjar Ni Luh Riska Ulandari Nur Rahma Nurhidayah Pathuddin Rita Lefrida Sukayasa Welli Meinarni