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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

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

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

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.

From Geogebra to Canva: Systematic Literature Review on The Shift to Interactive Media Trends in Mathematical Literacy (2020 – 2025) Irfan Purnomo; Yusfita Yusuf; Neneng Tita Rosita
Mosharafa: Jurnal Pendidikan Matematika Vol. 14 No. 4 (2025): October
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v14i4.3539

Penelitian ini bertujuan memetakan tren pengembangan media pembelajaran berbasis teknologi untuk meningkatkan literasi matematika serta menelaah karakteristik efektivitasnya pada publikasi tahun 2020–2025. Metode yang digunakan adalah systematic literature review dengan alur PRISMA. Artikel dikumpulkan melalui penelusuran literatur terstruktur, kemudian diseleksi berdasarkan kriteria inklusi dan eksklusi hingga diperoleh 28 artikel yang relevan. Data diekstraksi untuk mengidentifikasi jenis platform yang digunakan, jenjang pendidikan sasaran, serta temuan utama terkait validitas, kepraktisan, dan efektivitas media terhadap literasi matematika. Hasil kajian menunjukkan adanya pergeseran dari perangkat lunak yang kompleks menuju platform no-code dan gamifikasi, seperti Canva dan Wordwall. Implementasi media paling banyak dilaporkan pada jenjang SMP. Secara umum, media interaktif yang ditinjau dinilai valid dan praktis serta menunjukkan dampak peningkatan literasi matematika pada kategori sedang hingga tinggi. Efektivitas paling kuat muncul ketika media dirancang kontekstual dan mendorong keterlibatan kognitif siswa melalui aktivitas penalaran, pemodelan, dan interpretasi representasi. Temuan ini menegaskan bahwa keberhasilan media lebih ditentukan oleh kualitas desain pembelajaran daripada kecanggihan aplikasinya, serta merekomendasikan strategi integratif dengan memadukan no-code, gamifikasi, dan perangkat math-specific secara terarah sesuai tujuan belajar. This study aims to map trends in the development of technology-based learning media to improve mathematical literacy and examine their effectiveness characteristics in publications from 2020–2025. The method used was a systematic literature review with the PRISMA flow. Articles were collected through a structured literature search, then selected based on inclusion and exclusion criteria to obtain 28 relevant articles. Data were extracted to identify the type of platform used, the target educational level, and key findings related to the validity, practicality, and effectiveness of the media on mathematical literacy. The results of the study indicate a shift from complex software to no-code and gamification platforms, such as Canva and Wordwall. Media implementation was most commonly reported at the junior high school level. In general, the interactive media reviewed were deemed valid and practical and showed a moderate to high impact on improving mathematical literacy. The strongest effectiveness emerged when the media was designed contextually and encouraged students' cognitive engagement through reasoning, modeling, and interpretation of representations. These findings confirm that the success of media is more determined by the quality of the learning design than the sophistication of the application, and recommend an integrative strategy by combining no-code, gamification, and math-specific tools in a targeted manner according to learning objectives.

Needs Analysis: Developing Scratch Media with Sumedang Local Wisdom to Enhance Students' Computational Thinking Neneng Tita Rosita; Beni Yusepa Ginanjar Putra; Yusup Suhendar
Mosharafa: Jurnal Pendidikan Matematika Vol. 15 No. 1 (2026): January
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v15i1.3623

Transformasi digital menuntut penguasaan berpikir komputasional (computational thinking/CT) sebagai fondasi utama pendidikan matematika. Namun, keterampilan penalaran logis siswa di Kabupaten Sumedang masih rendah karena pembelajaran belum mengoptimalkan kearifan lokal. Penelitian ini bertujuan menganalisis profil awal kemampuan CT siswa pada aspek dekomposisi, pengenalan pola, abstraksi, dan algoritma, serta mengidentifikasi kebutuhan terhadap media interaktif berbasis Scratch. Menggunakan model pengembangan ADDIE yang dibatasi pada tahap analisis, penelitian ini melibatkan 32 siswa kelas VIII dan tiga guru matematika di sebuah SMP Negeri di Sumedang. Data dihimpun melalui tes CT, kuesioner, wawancara, dan dokumentasi. Temuan menunjukkan kemampuan CT siswa masih rendah, terutama pada aspek abstraksi (18,98%) dan algoritma (16,01%). Hasil analisis kebutuhan menunjukkan tingkat urgensi yang sangat tinggi (83%) bagi pengembangan media berbasis Scratch terintegrasi kearifan lokal Sumedang sebagai sarana penguatan penalaran komputasional dan motivasi belajar siswa. Digital transformation necessitates the mastery of computational thinking (CT) as a fundamental pillar of mathematics education. However, students' logical reasoning skills in Sumedang Regency remain underdeveloped, largely because instructional methods have yet to optimize the use of local wisdom. This study aims to analyze the initial CT profiles of students, focusing on decomposition, pattern recognition, abstraction, and algorithms, and to identify the necessity for Scratch-based interactive learning media. Adopting the ADDIE development model, limited to the analysis phase, the study involved 32 eighth-grade students and three mathematics teachers at a public junior high school in Sumedang. Data were gathered through CT competency tests, questionnaires, interviews, and documentation. The findings reveal that students' CT skills are low, particularly in abstraction (18.98%) and algorithms (16.01%). Furthermore, the needs analysis indicates a high level of urgency (83%) for developing Scratch-based media integrated with Sumedang’s local wisdom as a cognitive tool to strengthen computational reasoning and enhance student motivation.

Analysis of Mathematical Problem-Solving Skills of SMK Class XI Students in Statistics Material Rika Agustina; Neneng Tita Rosita; Agus Jaenudin
Journal of Mathematics Instruction, Social Research and Opinion Vol. 5 No. 3 (2026): September
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v5i3.1350

The purpose of this study is to characterize students' mathematical problem-solving skills in statistics using problem-solving indicators, such as comprehending the problem, coming up with a strategy, executing the plan, and looking back, as well as examining the different kinds of mistakes that students make. The study used a qualitative descriptive approach. Purposive sampling was used to choose twenty-eight eleventh-grade students from SMK Perkasa for the 2025–2026 school year as the subjects. The research tool was an essay test that assessed mathematical problem-solving skills. In order to examine the data, students' skills were divided into three categories: high, medium, and low. The proportion of mistakes for each indication was then determined. The findings indicate that pupils' aptitude for solving mathematical problems was typically classified as low. In all, 57.14% of pupils fell into the low group, 25.00% into the middle category, and 17.86% into the high category. Error rates were highest while implementing the solution plan (53%), followed by coming up with a strategy (41%), comprehending the problem (25%), and looking back (39%). These results show that pupils have trouble grasping procedures and doing computations accurately. Therefore, in order to enhance pupils' mathematical problem-solving skills, instructional efforts are needed.

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