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Mosharafa: Jurnal Pendidikan Matematika
Published by Institut Pendidikan Indonesia Garut
ISSN : 20864280     EISSN : 25278827     DOI : https://doi.org/10.31980/mosharafa
Core Subject : Education,
Education Mathematics Other
Mosharafa: Jurnal Pendidikan Matematika (p-ISSN: 2086-4280 & e-ISSN: 2527-8827) mempublikasikan artikel ilmiah hasil penelitian dalam bidang pendidikan matematika yang belum pernah dipublikasikan. Penulis dapat berasal dari berbagai level, seperti mahasiswa (S1, S2, S3), guru, dosen, praktisi, maupun pemerhati pendidikan matematika. Mosharafa terbit tiga kali dalam satu tahun, yaitu pada bulan Januari, Mei, dan September. Penerbit Mosharafa adalah Program Studi Pendidikan Matematika Institut Pendidikan Indonesia.
Arjuna Subject : Umum - Umum
Articles 1,070 Documents
 103   104   105   106   107 
Exploring the Role of ChatGPT in Enhancing Students’ Mathematical Creative Thinking in Geometry Learning: A Qualitative Case Study Rira Jun Fineldi; Al Jupri; Muhammad Khatami
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.v15i1.3567

Abstract

Pikiran kreatif merupakan kompetensi kunci dalam pembelajaran geometri, yang sering melibatkan pemecahan masalah yang tidak rutin dan secara visual kompleks, namun banyak siswa mengalami kesulitan dalam mengembangkan strategi pemecahan masalah. Peningkatan penggunaan kecerdasan buatan generatif seperti ChatGPT menawarkan peluang pedagogis baru, namun perannya dalam mendukung pemikiran kreatif matematis masih belum jelas. Studi ini bertujuan untuk mengkaji bagaimana keterkaitan pembelajaran yang didukung ChatGPT terhadap pemikiran kreatif matematis siswa dalam geometri dan menganalisis karakteristik pemecahan masalah siswa saat didukung oleh AI. Studi kasus kualitatif dilakukan dengan 29 siswa kelas tujuh dari SMP di Kampar. Data dikumpulkan melalui Tes Kemampuan Berpikir Kreatif Matematika dengan empat soal geometri non-rutin, observasi kelas, dan analisis tanggapan tertulis siswa, yang dievaluasi menggunakan indikator berpikir kreatif matematika. Temuan menunjukkan bahwa berpikir kreatif siswa berada pada tingkat sedang, dengan ChatGPT paling efektif dalam mendukung elaborasi, sementara fleksibilitas dan orisinalitas tetap relatif lemah. Kesalahan utama terjadi pada tahap keterampilan transformasi dan proses, terutama dalam tugas visual-spasial. ChatGPT berfungsi sebagai scaffolding prosedural dan elaboratif rather than katalisator untuk pemikiran divergen, menyoroti kebutuhan akan integrasi AI yang terarah dan reflektif dalam pembelajaran geometri. Creative thinking is a key competency in geometry learning, which often involves solving non-routine and visually complex problems, yet many students struggle to develop problem-solving strategies. The increased use of generative artificial intelligence such as ChatGPT offers new pedagogical opportunities, but its role in supporting mathematical creative thinking remains unclear. This study aims to examine how ChatGPT-supported learning relates to students' mathematical creative thinking in geometry and to analyse the characteristics of students' problem solving when supported by AI. A qualitative case study was conducted with 29 seventh-grade students from a secondary school in Kampar. Data were collected through a Mathematical Creative Thinking Ability Test with four non-routine geometry questions, classroom observations, and analysis of students' written responses, which were evaluated using indicators of mathematical creative thinking. Findings indicate that students' creative thinking is at a moderate level, with ChatGPT most effective in supporting elaboration, while flexibility and originality remain relatively weak. The main errors occurred at the transformation and process skill stages, especially in visual-spatial tasks. ChatGPT functioned as procedural and elaborative scaffolding rather than a catalyst for divergent thinking, highlighting the need for targeted and reflective AI integration in geometry learning.
Junior High School Students' Analogical Reasoning in Geometry: A Preliminary Study for Learning Model Development Eva Mulyani; Jailani Jailani; Hartono Hartono
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.v14i4.3572

Abstract

Studi pendahuluan ini bertujuan untuk menganalisis penalaran analogi siswa SMP pada materi bangun ruang sisi datar sebagai dasar untuk mengembangkan model pembelajaran matematika yang lebih efektif. Penalaran analogi memiliki peran penting dalam mendukung berpikir matematis tingkat tinggi dan pemahaman konseptual, namun kemampuan siswa di bidang ini masih tergolong rendah. Penelitian deskriptif kualitatif ini melibatkan tiga siswa kelas IX dari 3 SMPN yang berada di Kota Tasikmalaya. Subjek dipilih secara purposive yaitu masing-masing satu orang siswa dari 3 sekolah yang memiliki nilai rata-rata matematika tertinggi. Pengumpulan data dilakukan melalui tes penalaran analogi, wawancara semi terstruktur, dan dokumentasi dengan fokus pada empat komponen utama penalaran analogi yaitu encoding, inferring, mapping, dan applying. Hasil penelitian menunjukkan bahwa penalaran analogi siswa secara umum masih tergolong rendah, terutama pada komponen inferring,  mapping dan applying. Temuan ini mengindikasikan bahwa kesulitan siswa tidak hanya bersumber pada lemahnya penguasaan konsep, melainkan juga akibat minimnya strategi pembelajaran berbasis analogi yang eksplisit dan sistematis di kelas sehingga diperlukan pengembangan model pembelajaran yang efektif untuk mengembangkan penalaralan analogi. This preliminary study aims to analyze junior high school students' analogical reasoning on the material of flat-sided solid shapes as a basis for developing a more effective mathematics learning model. Analogous reasoning has an important role in supporting high-level mathematical thinking and conceptual understanding, but students' abilities in this area are still relatively low. This qualitative descriptive research, involving three ninth-grade students from three junior high schools in Tasikmalaya City. The subjects were selected purposively, namely one student each from 3 schools who had the highest average mathematics score. Data collection was carried out through analogical reasoning tests, semi-structured interviews, and documentation with a focus on the four main components of analogical reasoning, namely encoding, inferring, mapping, and applying. The results show that students' analogical reasoning is generally still relatively low, especially in the inferring, mapping and applying components. This finding indicates that students' difficulties do not only stem from weak conceptual mastery, but also from the lack of explicit and systematic analogy-based learning strategies in the classroom, so that it is necessary to develop effective learning models to develop analogical reasoning.
Students’ Computational Thinking Abilities in Geometry Problem Solving: The Role of Self-Efficacy Nalim Nalim; Shafira Meiria Rahmasari; Kusno Kusno; Md. Mahmudul Alam; Lia Afiani; Muna Zahro Ramadhina
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.v15i1.3580

Abstract

Kemampuan berpikir komputasi sangat krusial dalam pembelajaran geometri yang memerlukan penalaran logis dan terstruktur. Selain aspek kognitif, kemampuan ini dipengaruhi oleh aspek afektif seperti efikasi diri. Penelitian ini bertujuan menganalisis kemampuan berpikir komputasi mahasiswa dalam menyelesaikan masalah geometri serta mengkaji peran efikasi diri dalam membedakan kualitas kemampuan tersebut. Menggunakan metode kualitatif dengan desain studi kasus, penelitian ini melibatkan 60 mahasiswa semester lima Program Studi Pendidikan Matematika di Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan. Instrumen yang digunakan meliputi tes berpikir komputasi, kuesioner, wawancara, dan observasi. Data dianalisis melalui teknik analisis isi yang mencakup reduksi, kategorisasi, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa mahasiswa dengan efikasi diri tinggi memiliki kemampuan berpikir komputasi yang lebih unggul dibandingkan mahasiswa dengan efikasi diri rendah. Temuan ini menegaskan pentingnya efikasi diri dalam membentuk profil berpikir komputasi dan berimplikasi pada pengembangan strategi pembelajaran matematika yang mengintegrasikan aspek kognitif serta afektif. Computational thinking is essential in geometry education, as it demands logical, systematic, and structured reasoning. Beyond cognitive dimensions, this ability is significantly influenced by affective factors, particularly self-efficacy. This study aims to analyze students' computational thinking skills in solving geometric problems and examine how self-efficacy differentiates the quality of these skills. Employing a qualitative case study design, the research involved 60 fifth-semester Mathematics Education students at Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan. Data were collected through computational thinking tests, questionnaires, interviews, and observations, and subsequently analyzed using content analysis techniques, including data reduction, categorization, and conclusion drawing. The findings reveal that students with high self-efficacy demonstrate superior computational thinking abilities compared to those with low self-efficacy. This study underscores the critical role of self-efficacy in shaping computational thinking profiles and suggests the need for integrated cognitive-affective instructional strategies in mathematics education.
Development of RME-Based Cross Math Worksheets to Strengthen Conceptual Understanding of Number Operations Riska Aprillia; Nur Robiah Nofikusumawati Peni; Kunti Robi’atul Mahmudah; Taiyu Shigematsu
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.v15i1.3586

Abstract

Pembelajaran matematika di perguruan tinggi masih didominasi oleh penggunaan lembar kerja siswa konvensional yang kurang interaktif dan belum secara optimal memperkuat pemahaman siswa tentang operasi bilangan. Penelitian ini bertujuan untuk mengembangkan lembar kerja siswa berbasis permainan edukatif Cross Math yang terintegrasi dengan pendekatan Realistic Mathematics Education (RME) dan untuk menguji validitas, kepraktisan, dan efektivitasnya dalam meningkatkan pemahaman konseptual siswa tentang operasi bilangan. Penelitian ini menggunakan metode Penelitian dan Pengembangan dengan model 4D, yang terdiri dari tahap mendefinisikan, merancang, mengembangkan, dan menyebarluaskan. Subjek penelitian adalah mahasiswa Program Studi Pendidikan Matematika di Universitas Muhammadiyah Bangka Belitung. Instrumen penelitian meliputi lembar validasi ahli, kuesioner respons siswa, dan tes pemahaman konseptual dalam bentuk pretest dan posttest. Data dianalisis menggunakan teknik deskriptif kuantitatif dan kualitatif. Hasil penelitian menunjukkan bahwa lembar kerja yang dikembangkan memenuhi kriteria validitas tinggi dan kepraktisan tinggi. Lebih lanjut, tes efektivitas menunjukkan peningkatan pemahaman konseptual siswa tentang operasi bilangan, dengan penguasaan klasik mencapai 83,33% dan peningkatan yang diamati di semua indikator pemahaman konseptual. Temuan ini menunjukkan bahwa lembar kerja berbasis permainan edukatif Cross Math yang terintegrasi dengan pendekatan RME efektif sebagai bahan pembelajaran alternatif untuk meningkatkan keterlibatan siswa dan pemahaman konseptual dalam pembelajaran matematika.
Fostering Students’ Critical Mathematical Thinking on Linear Equations through STEAM-Based Water Filtration Projects Agnita Siska Pramasdyahsari; Camelia Alisya; Dewi Wulandari
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.v15i1.3605

Abstract

Penerapan Project-Based Learning (PjBL) berpotensi mengembangkan berpikir kritis, namun integrasi masalah nyata seperti mitigasi bencana masih jarang dilakukan. Penelitian ini bertujuan menguji keefektifan proyek mitigasi filter air berbasis STEAM dalam menumbuhkan kemampuan berpikir kritis siswa. Menggunakan desain eksperimen murni posttest-only control group, penelitian ini melibatkan 58 siswa kelas VII SMP Negeri 3 Kembang Jepara yang dipilih melalui cluster random sampling. Kelompok eksperimen menerapkan proyek STEAM, sementara kelompok kontrol menggunakan pembelajaran konvensional. Data dikumpulkan melalui tes hasil belajar dan angket respons, lalu dianalisis menggunakan uji independent t-test. Hasil penelitian menunjukkan bahwa kemampuan berpikir kritis siswa pada kelompok eksperimen secara signifikan lebih baik dibandingkan kelompok kontrol. Temuan ini menegaskan bahwa proyek mitigasi filter air berbasis STEAM efektif mengembangkan berpikir kritis serta keterampilan abad ke-21 (kreativitas, kolaborasi, dan komunikasi). Integrasi matematika dalam konteks dunia nyata melalui proyek STEAM menjadi strategi krusial untuk menumbuhkan kepedulian siswa terhadap isu mitigasi bencana. While Project-Based Learning (PjBL) is recognized for its potential to develop students' critical thinking, the integration of real-world contexts, particularly disaster mitigation, remains underexplored. This study aims to evaluate the effectiveness of a STEAM-based water filter mitigation project in fostering students' critical thinking skills. Employing a true experimental posttest-only control group design, the study involved 58 seventh-grade students from SMP Negeri 3 Kembang Jepara, selected via cluster random sampling. The experimental group implemented the STEAM project, while the control group received teacher-centered conventional instruction. Data were collected through achievement tests and student response questionnaires, followed by independent t-test analysis. The findings reveal that students engaged in the STEAM-based project demonstrated significantly higher critical thinking skills than those in the conventional group. This study confirms that STEAM-based water filter mitigation projects effectively develop critical thinking and reinforce 21st-century skills, including creativity, collaboration, and communication. Furthermore, integrating mathematics into real-world contexts through STEAM serves as a crucial strategy to enhance students' awareness of disaster mitigation issues.
The Effectiveness of the Math Expert Application in Improving Students’ Mathematical Reasoning in Trigonometry Devi Nurniawati; Poppy Yaniawati; Eka Firmansyah
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.v15i1.3607

Abstract

Kemampuan pemecahan masalah dan penalaran matematis adalah aspek krusial dalam pembelajaran matematika. Namun, ketergantungan siswa pada teknologi dalam menyelesaikan soal justru memicu penurunan kemampuan penalaran tersebut. Penelitian ini bertujuan menganalisis kemampuan penalaran matematis siswa SMK menggunakan aplikasi Math Expert. Melalui metode campuran (mixed method) tipe embedded design, penelitian ini melibatkan 86 siswa kelas X SMK di Cianjur yang terbagi ke dalam kelas eksperimen dan kontrol. Data dikumpulkan melalui kuesioner, observasi, wawancara, dan instrumen tes penalaran matematis berdasarkan standar NCTM. Hasil penelitian menunjukkan perbedaan signifikan pada enam indikator penalaran NCTM, yang meliputi kemampuan: justifikasi kesimpulan; pengujian dugaan matematis; evaluasi argumen; variasi metode solusi; pengorganisasian data masalah; serta penilaian terhadap hasil kerja orang lain. Secara keseluruhan, penggunaan aplikasi Math Expert terbukti efektif meningkatkan kemampuan penalaran matematis siswa SMK, meskipun tingkat peningkatan pada setiap indikator bervariasi. Problem-solving and mathematical reasoning are crucial aspects of mathematics education. However, students' over-reliance on technology for problem-solving has triggered a decline in these specific reasoning abilities. This study aims to analyze the mathematical reasoning skills of vocational high school (SMK) students through the implementation of the Math Expert application. Utilizing a mixed-methods approach with an embedded design, the research involved 86 tenth-grade students in Cianjur, divided into experimental and control groups. Data were collected via questionnaires, observations, interviews, and mathematical reasoning tests based on NCTM standards. The findings indicate significant differences across six NCTM reasoning indicators, including the ability to: justify conclusions; test mathematical conjectures; evaluate arguments; employ diverse solution methods; organize situational problem data; and assess the work of others. Overall, the results demonstrate that the Math Expert application effectively enhances students' mathematical reasoning skills, although the degree of improvement varies across the specific indicators.
From Linearity to Iteration: Navigating Polya's Problem-Solving Stages in an e-PBL Geometry Environment Arif Abdul Haqq; Sirojudin Wahid; Nurma Izzati; Onwardono Rit Riyanto; Dionisio Aquino Alves; Sulistiawati Sulistiawati; Aditiya Eka Nugraha
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.v15i1.3613

Abstract

Penelitian ini mengkaji bagaimana mahasiswa mengalami dan memaknai tahapan pemecahan masalah Polya saat mengerjakan tugas geometri dalam lingkungan electronic Problem-Based Learning (e-PBL) yang diimplementasikan melalui sistem manajemen pembelajaran berbasis Moodle yang dikustomisasi. Penelitian ini menggunakan desain deskriptif kualitatif dengan sumber data berupa artefak pemecahan masalah tertulis, wawancara semi-terstruktur, dan jejak digital selama e-PBL. Data dianalisis menggunakan analisis tematik Braun dan Clarke dengan pengodean deduktif berdasarkan empat tahap Polya dan pengodean induktif untuk menangkap pola penalaran yang muncul. Hasil penelitian menunjukkan bahwa pemecahan masalah berlangsung secara dinamis dan rekursif. Tahap memahami dan merencanakan melibatkan penafsiran ulang representasi multimodal, sedangkan tahap pelaksanaan ditandai oleh pergeseran representasi yang memperjelas konsep. Prompt reflektif dalam e-PBL mendukung deteksi kesalahan dan penguatan konsep, serta menegaskan peran tahap evaluasi. This study examines how students experience and interpret Polya’s problem-solving stages while working on geometry tasks in an electronic Problem-Based Learning (e-PBL) environment implemented through a customized Moodle based learning management system. Using a qualitative descriptive design, data were collected from written problem-solving artefacts, semi-structured interviews, and digital traces generated during e-PBL activities. The data were analyzed using thematic analysis following Braun and Clarke, combining deductive coding based on Polya’s four stages with inductive coding to capture emerging reasoning patterns. The findings indicate that problem-solving is enacted as a dynamic and recursive process rather than a linear sequence. Understanding and planning involve repeated reinterpretation of multimodal representations, while execution is characterized by representational shifts that support conceptual clarity. Reflective prompts in e-PBL facilitate error detection and conceptual consolidation, highlighting the importance of the evaluative stage.
The Effectiveness of The Mathematics in Context Approach on Students’ Problem-Solving Ability Irianto Aras; Turmudi Turmudi; Tatang Herman; Ejen Jenal Mutaqin
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.v15i1.3615

Abstract

Pembelajaran matematika memerlukan pendekatan relevan untuk mengembangkan kemampuan pemecahan masalah kompleks. Penelitian ini bertujuan mengevaluasi efektivitas pendekatan Mathematics in Context (MiC) terhadap kemampuan pemecahan masalah matematika siswa kelas V di tiga sekolah dasar Kabupaten Pinrang. Penelitian dilakukan sebanyak 17 pertemuan menggunakan bahan ajar dan panduan guru yang telah divalidasi ahli. Data dikumpulkan melalui instrumen pretes dan postes yang mengukur lima aspek pemecahan masalah: analisis, desain, eksplorasi, implementasi, dan verifikasi. Hasil analisis menunjukkan adanya perbedaan rata-rata kemampuan siswa yang signifikan sebelum dan sesudah perlakuan di ketiga sekolah. Berdasarkan skor N-Gain, pendekatan MiC terbukti cukup efektif meningkatkan kemampuan pemecahan masalah siswa; aspek analisis, desain, dan eksplorasi berada pada kategori sedang, sementara aspek implementasi dan verifikasi berada pada kategori rendah. Temuan ini menyimpulkan bahwa pendekatan MiC efektif dalam membantu siswa memahami dan merancang strategi penyelesaian, namun kurang optimal dalam meningkatkan kemampuan prosedur penyelesaian (implementasi) dan verifikasi jawaban. Mathematics education aims to cultivate students' ability to solve complex mathematical problems, necessitating the use of relevant pedagogical approaches. This study evaluates the effectiveness of the Mathematics in Context (MiC) approach on the mathematical problem-solving skills of fifth-grade students across three elementary schools in Pinrang Regency. The intervention was conducted over seventeen sessions using MiC-based instructional materials and teacher guides validated by experts. Data were collected via pre-test and post-test instruments measuring five dimensions of problem-solving: analysis, design, exploration, implementation, and verification. Analysis revealed a significant difference in mean problem-solving scores before and after the MiC intervention across all schools. N-Gain analysis results indicate that the MiC approach is moderately effective in enhancing student performance; specifically, the analysis, design, and exploration aspects reached the "medium" category, while implementation and verification remained in the "low" category. These findings suggest that while the MiC approach effectively supports students in understanding and designing problem-solving strategies, it is less optimal in improving procedural execution and solution verification.
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

Abstract

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.
Mathematical Thinking Processes of Junior High School Students in Solving Contextual Problems Based on Learning Styles Setiyani Setiyani; Marwia Tamrin Bakar; Nurul Ikhsan Karimah; Sri Sumarwati
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.v15i1.3626

Abstract

Masalah kontekstual menuntut proses berpikir matematis yang runtut, logis, dan reflektif. Penelitian ini bertujuan menganalisis proses berpikir matematis siswa dalam menyelesaikan masalah kontekstual berdasarkan kerangka Mason (tahap entry, attack, dan review) ditinjau dari gaya belajar. Menggunakan pendekatan kualitatif deskriptif, penelitian ini melibatkan siswa kelas VII SMP Negeri di Kota Cirebon. Tiga subjek dipilih secara purposif untuk mewakili gaya belajar visual, auditori, dan kinestetik. Data dikumpulkan melalui tes, angket gaya belajar, dan wawancara mendalam. Hasil menunjukkan perbedaan karakteristik berpikir: siswa visual memenuhi seluruh indikator pada semua tahapan; siswa auditori mampu pada tahap entry dan attack namun terbatas dalam mengembangkan solusi pada tahap review; sedangkan siswa kinestetik hanya memenuhi sebagian indikator dan kesulitan dalam justifikasi serta refleksi. Temuan ini menegaskan pengaruh gaya belajar terhadap kualitas proses berpikir matematis. Implikasinya, pembelajaran matematika perlu dirancang secara adaptif untuk memperkuat penalaran dan refleksi siswa sesuai karakteristik belajarnya. Contextual problems in mathematics require a mathematical thinking process that is coherent, logical, and reflective. This study aims to analyze students' mathematical thinking processes in solving contextual problems based on Mason’s framework—comprising the entry, attack, and review phases—viewed through learning styles. Utilizing a descriptive qualitative approach, the study involved seventh-grade students at a state junior high school in Cirebon. Three subjects were purposively selected to represent visual, auditory, and kinesthetic learning styles. Data were gathered through mathematical thinking tests, learning style questionnaires, and in-depth interviews. The results reveal distinct characteristics: visual learners met all indicators across all phases; auditory learners succeeded in the entry and attack phases but struggled with developing alternative solutions during the review phase; while kinesthetic learners only met partial indicators and faced difficulties in providing justification and reflection. These findings underscore the influence of learning styles on the quality of mathematical thinking. Consequently, mathematics instruction should be adaptively designed to strengthen student reasoning and reflection according to their learning characteristics.

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