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All Journal Journal of Mathematics Instruction, Social Research and Opinion
Neneng Tita Rosita
Universitas Sebelas April
Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences

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Analysis of the Needs for CIMATIK (Interactive Mathematics Canva) Media Based on Problem-Based Learning with a Deep Learning Approach to Enhance Students’ Mathematical Connection Ability Enung Yunita; Mimih Aminah; Neneng Tita Rosita
Journal of Mathematics Instruction, Social Research and Opinion Vol. 5 No. 1 (2026): March
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v5i1.1012

Abstract

Students’ mathematical connection abilities remain relatively low, while the availability of interactive learning media that effectively support problem-solving and deep conceptual understanding is still limited. This study aims to analyze the need for developing CIMATIK (Canva Interactive Mathematics) media based on Problem-Based Learning (PBL) integrated with a Deep Learning approach to enhance students’ mathematical connection skills. The research employed a needs analysis method involving questionnaires, interviews, and document studies conducted with teachers and students. The analysis focused on the urgency of interactive digital media, the characteristics of mathematics learning materials, students’ and teachers’ preferences in technology use, and the suitability of Canva features for developing PBL-oriented instructional media. The results indicate a strong need for user-friendly, visually engaging, and interactive digital media that facilitate concept exploration and meaningful learning experiences. The Deep Learning approach is considered relevant in supporting higher-order thinking skills, strengthening conceptual understanding, and enhancing inter-concept connections through contextual PBL scenarios. CIMATIK media is perceived to have significant potential to increase student engagement, improve conceptual representation, and enhance mathematical connection abilities. These findings provide a foundational basis for developing an effective CIMATIK prototype that aligns with the demands of 21st-century mathematics learning.
Profile of Mathematical Connection Ability Viewed from The Cognitive Styles of Field Independent and Field Dependent Students Dadah Nurhayati; Agus Jaenudin; Neneng Tita Rosita
Journal of Mathematics Instruction, Social Research and Opinion Vol. 5 No. 1 (2026): March
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v5i1.1021

Abstract

This study aims to describe the profile of students’ mathematical connection ability, as viewed through the cognitive styles of Field Independent (FI) and Field Dependent (FD), in the topic of Social Arithmetic. The research subjects were 32 students of class VIII-B at SMPN 1 Cimalaka. Cognitive style classification was conducted using the Group Embedded Figure Test (GEFT), after which students completed a mathematical connection ability test comprising three contextual problems that required integrating concepts (direct proportion, percentage, currency exchange, and profit/loss) and connecting mathematics to real-life contexts. Data were analyzed using a descriptive qualitative approach through data reduction, data display, and conclusion drawing. The results showed that the cognitive style composition consisted of 14 FI students (43.75%) and 18 FD students (56.25%). Mastery based on the minimum competency criterion (KKTP 75) indicated that the FI group achieved a higher level of mastery (12 students) compared to the FD group (1 student), while non-mastery was predominantly found in the FD group (17 students). These findings indicate that FI students tend to be more consistent in integrating concepts to produce complete solutions and final decisions. In contrast, FD students require more supportive structures (tables, step-by-step procedures, and guiding questions) for mathematical connections to be fully developed.
Profile of Students’ Mathematical Creative Thinking Ability in Solving Open-Ended Problems Wina Wina; Neneng Tita Rosita; Lia Yuliawati
Journal of Mathematics Instruction, Social Research and Opinion Vol. 5 No. 1 (2026): March
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v5i1.1022

Abstract

This study aimed to describe the profile of students’ mathematical creative thinking skills in solving open-ended problems on data presentation. Mathematical creative thinking was analysed based on four creativity indicators proposed by Torrance: fluency, flexibility, originality, and elaboration. The research employed a descriptive qualitative approach and was conducted at SMP Negeri 2 Pamulihan. The research subjects consisted of 32 seventh-grade students selected through purposive sampling to represent four categories of creative thinking ability: highly creative, creative, moderately creative, and less creative. Data were collected using a mathematical creative thinking skills test, task-based interviews, and observations of students’ problem-solving processes. Data analysis was conducted through data reduction, data display, and conclusion drawing, supported by the triangulation of techniques and data sources to ensure validity. The results indicated that students’ mathematical creative thinking skills varied across categories. Students in the highly creative category achieved an overall score of 34.375% across all creativity indicators, demonstrating the ability to generate diverse ideas, apply multiple problem-solving strategies, produce original solutions, and present detailed and systematic explanations. Students in the creative category achieved the highest percentage, 37.5%, showing strong performance particularly in fluency and flexibility, although originality and elaboration were not consistently demonstrated. Students in the moderately creative category obtained a score of 9.375%, indicating limited creative thinking skills that were mostly confined to fundamental indicators, with minimal originality and elaboration. Meanwhile, students in the less creative category achieved 18.75%, characterised by reliance on a single strategy and brief, superficial explanations.
Co-Authors Agus Jaenudin Aminah, Mimih Dadah Nurhayati Enung Yunita Lia Yuliawati Wina Wina