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International Journal of Progressive Mathematics Education
Published by Universitas Muhammadiyah Prof. Dr. Hamka
ISSN : 27762726     EISSN : 27758435     DOI : https://doi.org/10.22236/ijopme
Core Subject : Science, Education,
Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Other
nternational Journal of Progressive Mathematics Education E-ISSN:2775-8435, ISSN: 2776-2726, DOI Prefix 10.22236/ijopme is a peer-revieweopen-access international journal that aims to the sharing, dissemination, and discussion of current trends research results, experience, and perspectives across a wide range of mathematics education, teaching mathematics, development in mathematics instruction, innovations in mathematics learning, and current trends issue in mathematics education research. This journal will be published four-issue per year in March, June, September, and December published by the UHAMKA Press. Given that the journal prioritizes research reports in mathematics education, viewpoint articles in the same field will be considered for publication. International Journal of Progressive Mathematics Education welcomes research articles, literature reviews, book reviews from various countries in the world that have high-quality on all topics related to current trends issue in mathematics education research to publish in this journal. Submitted papers must be written in English dan Bahasa Indonesia for the initial review stage by editors and further review process by international reviewer
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 130 Documents
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Eksplorasi persepsi dan motivasi tentang pembelajaran daring : implikasinya terhadap kinerja guru matematika Supriadi, Edi
International Journal of Progressive Mathematics Education Vol. 4 No. 2 (2024)
Publisher : Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/ijopme.v4i2.18281

Abstract

Purpose: This study aims to analyze the relationship between teachers' perceptions of online learning and work motivation on the performance of junior high school mathematics teachers. 2. Design/methodology/approach: A quantitative approach was employed using simple and multiple linear regression. The sample included 113 mathematics teachers in Kuningan Regency, selected via cluster random sampling from a population of 127. 3. Findings: The results demonstrate a significant positive correlation between perception, work motivation, and teacher performance. The data met normality and homogeneity requirements, suggesting that constructive perceptions and robust motivation effectively mitigate technical constraints in digital environments. 4. Practical implications: These findings provide a basis for policymakers to prioritize psychological aspects and work motivation to sustain high-quality mathematics instruction. 5. Originality/value: This study offers a unique contribution by integrating technological perception and internal motivation as primary determinants of mathematics teacher performance within the post-pandemic online learning framework. Purpose: Penelitian ini bertujuan menganalisis hubungan antara persepsi guru terhadap pembelajaran daring dan motivasi kerja terhadap kinerja guru matematika di tingkat SMP. Design/methodology/approach: Menggunakan pendekatan kuantitatif dengan teknik regresi linear sederhana dan berganda. Sampel terdiri dari 113 guru matematika di Kabupaten Kuningan yang dipilih melalui cluster random sampling dari total populasi 127 guru. 3. Findings: Hasil uji menunjukkan hubungan positif signifikan antara persepsi dan motivasi kerja terhadap kinerja guru. Data berdistribusi normal dan homogen, mengindikasikan bahwa persepsi yang konstruktif dan motivasi yang kuat efektif mengatasi keterbatasan teknis dalam lingkungan daring. Practical implications: Temuan ini memberikan dasar bagi pengambil kebijakan untuk fokus pada penguatan aspek psikologis dan motivasi kerja guna menjaga kualitas pembelajaran matematika yang berkelanjutan. Originality/value: Studi ini memberikan kontribusi unik dengan mengintegrasikan persepsi teknologi dan motivasi internal sebagai determinan utama kinerja guru matematika dalam konteks pembelajaran daring pasca-pandemi.
Struktur Kemampuan Siswa dalam Menyelesaikan Masalah Matematika Berdasarkan Taksonomi SOLO Widayanti, Lilis
International Journal of Progressive Mathematics Education Vol. 4 No. 2 (2024)
Publisher : Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/ijopme.v4i2.18655

Abstract

This study aims to implement the Structure of Observed Learning Outcomes (SOLO) Taxonomy to describe the structure of students' mathematical problem-solving abilities and to explain their thinking processes regarding the problem of the System of Linear Equations with Two Variables ( SLETV). A framework to examine the structure of students' mathematical problem solving skills is essential, because their understanding of basic mathematical ideas is useful in everyday life. This research methodology uses descriptive qualitative applied to eighth grade students at SMPN 5 Malang. To determine the structure of students' skills, we collected information through interviews and responses from problem solving tests. The findings revealed that students' competencies were broken down into unistructural, multistructural, and relational levels, without students reaching a complex prestructural or abstract level.  This study innovatively presents visualizations of students' problem-solving frameworks, grounded in Chick's (1998) theory. The results of the study indicate that most students are at the multistructural level, namely, they can recognize relevant information but have not achieved the ability to integrate concepts comprehensively. This study provides guidance for educators to analyze students' abilities in solving mathematical problems using an effective evaluation tool, namely using the SOLO taxonomy.   Penelitian ini bertujuan untuk mengimplementasikan Taksonomi Structure of Observed Learning Outcomes (SOLO) untuk mendeskripsikan struktur kemampuan pemecahan masalah matematika siswa dan menjelaskan proses berpikir mereka terkait masalah Sistem Persamaan Linear Dua Variabel (SLETV). Kerangka kerja untuk mengkaji struktur keterampilan pemecahan masalah matematika siswa sangat penting, karena pemahaman mereka terhadap ide-ide matematika dasar berguna dalam kehidupan sehari-hari. Metodologi penelitian ini menggunakan deskriptif kualitatif yang diterapkan pada siswa kelas delapan di SMPN 5 Malang. Untuk mengetahui struktur keterampilan siswa, kami mengumpulkan informasi melalui wawancara dan tanggapan dari tes pemecahan masalah. Temuan penelitian mengungkapkan bahwa kompetensi siswa dipecah menjadi tingkat unistruktural, multistruktural, dan relasional, tanpa siswa mencapai tingkat prastruktural atau abstrak yang kompleks. Penelitian ini secara inovatif menyajikan visualisasi kerangka kerja pemecahan masalah siswa, yang didasarkan pada teori Chick (1998). Hasil penelitian menunjukkan bahwa sebagian besar siswa berada pada tingkat multistruktural, yaitu mereka dapat mengenali informasi yang relevan tetapi belum mencapai kemampuan untuk mengintegrasikan konsep secara komprehensif. Penelitian ini memberikan panduan bagi para pendidik untuk menganalisis kemampuan siswa dalam memecahkan masalah matematika menggunakan alat evaluasi yang efektif, yaitu menggunakan taksonomi SOLO.
Membongkar miskonsepsi lingkaran : telaah komprehensif pemahaman siswa sekolah menengah pertama Apriyanti, Desi; Nugroho, Bayu Purna; Meilasari, Venty
International Journal of Progressive Mathematics Education Vol. 5 No. 1 (2025)
Publisher : Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/ijopme.v5i1.18541

Abstract

Purpose: This study aims to assess students' mathematical conceptual understanding of circle geometry, stratified by high, moderate, and low proficiency levels. Design/methodology/approach: Employing a descriptive qualitative design, this research selected six subjects via purposive sampling, comprising two students from each proficiency tier (high, moderate, and low). Data collection utilized test instruments and structured interview protocols to evaluate conceptual mastery. Findings: The findings reveal that high-proficiency students satisfied four conceptual understanding indicators: object classification, procedural application, mathematical representation, and problem-solving algorithms. Conversely, moderate-ability students fulfilled only two indicators (classification and procedural application), while low-ability students demonstrated mastery of a single indicator: classifying objects based on specific properties. Practical implications: These results underscore the necessity for instructional strategies that emphasize procedural application and mathematical representation, particularly for low- and moderate-performing students, to bridge existing gaps in conceptual understanding. Originality/value: This study provides a distinct delineation of the gradation in mastering circle-related concepts across varying ability levels, serving as a foundational reference for instructional evaluation and curriculum adjustment. Purpose: Penelitian ini bertujuan untuk menganalisis tingkat pemahaman konsep matematika siswa pada materi lingkaran berdasarkan kategori kemampuan tinggi, sedang, dan rendah. Design/methodology/approach: Penelitian ini menggunakan metode deskriptif dengan pendekatan kualitatif. Subjek terdiri dari enam siswa yang dipilih melalui teknik purposive sampling, mencakup masing-masing dua siswa dari kategori kemampuan tinggi, sedang, dan rendah. Data dikumpulkan menggunakan instrumen tes dan pedoman wawancara.Findings: Hasil menunjukkan bahwa siswa berkemampuan tinggi memenuhi empat indikator (klasifikasi, prosedur, representasi, dan pemecahan masalah). Siswa berkemampuan sedang memenuhi dua indikator (klasifikasi dan prosedur), sedangkan siswa berkemampuan rendah hanya memenuhi satu indikator, yaitu mengklasifikasikan objek menurut sifat tertentu.Practical implications: Temuan ini mengimplikasikan perlunya penekanan strategi pembelajaran pada aspek penggunaan prosedur dan representasi matematis, khususnya bagi siswa dengan kemampuan sedang dan rendah untuk menutup kesenjangan pemahaman konsep. Originality/value: Studi ini memberikan pemetaan spesifik mengenai gradasi penguasaan indikator pemahaman konsep lingkaran pada berbagai tingkat kemampuan siswa sebagai dasar evaluasi pembelajaran.
Gallery walk sebagai strategi untuk meningkatkan kerjasama dan kreativitas siswa Yazidah, Nok Izatul; Indrayani, Susi; Rochsun
International Journal of Progressive Mathematics Education Vol. 5 No. 1 (2025)
Publisher : Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/ijopme.v5i1.18618

Abstract

Purpose: This study aims to describe the implementation of the Gallery Walk strategy to address deficiencies in geometric conceptual understanding, student cooperation, and creativity in mathematical problem-solving. Design/methodology/approach: A qualitative descriptive Classroom Action Research (CAR) design was conducted over two cycles. The subjects comprised 16 seventh-grade students at a Junior High School in Malang City, focusing on flat-sided 3D shapes. Data were gathered using observation sheets measuring cooperation (discussion participation) and creativity (work quality/originality). Findings: The results indicate that Gallery Walk effectively enhances collaborative dynamics and student ideation. Significant improvements were observed in active participation and analytical skills from Cycle I to Cycle II, validating the effectiveness of this visual exhibition-based method. Practical implications: This research offers a practical alternative for mathematics educators to transition from passive to active learning while simultaneously fostering social and cognitive skills. Originality/value: This study provides empirical evidence on the effectiveness of Gallery Walk specifically within spatial geometry to cultivate 21st-century skills at the junior high school level.   Purpose: Penelitian ini bertujuan mendeskripsikan penerapan strategi Gallery Walk untuk mengatasi rendahnya pemahaman konsep geometri serta rendahnya kerja sama dan kreativitas siswa dalam memecahkan masalah matematika. Design/methodology/approach: Menggunakan desain Penelitian Tindakan Kelas (PTK) deskriptif kualitatif dalam dua siklus. Subjek penelitian melibatkan 16 siswa kelas VII SMP di Kota Malang pada materi bangun ruang sisi datar. Data dikumpulkan melalui lembar observasi yang mengukur indikator kerja sama (partisipasi diskusi) dan kreativitas (kualitas karya/ide). Findings: Hasil menunjukkan bahwa Gallery Walk secara efektif meningkatkan dinamika kolaborasi dan orisinalitas ide siswa. Peningkatan signifikan terlihat pada partisipasi aktif dan kemampuan analisis dari Siklus I ke Siklus II, membuktikan efektivitas metode berbasis pameran visual ini.Practical implications: Memberikan strategi alternatif bagi guru matematika untuk mengubah pembelajaran pasif menjadi aktif, sekaligus mengasah keterampilan sosial dan kognitif siswa dalam lingkungan yang dinamis. Originality/value: Studi ini memberikan bukti empiris mengenai efektivitas Gallery Walk khusus pada materi geometri ruang untuk mengembangkan keterampilan abad ke-21 di tingkat sekolah menengah pertama.
Sinergi jigsaw dan open educational resources (OER) dalam pembelajaran matematika: dampaknya terhadap komunikasi dan hasil belajar siswa Bungel, Moh. Fikri; Wahyuningrum, Endang; Susandi, Ardi Dwi
International Journal of Progressive Mathematics Education Vol. 5 No. 1 (2025)
Publisher : Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/ijopme.v5i1.18627

Abstract

Purpose: This study aims to assess the efficacy of an Open Educational Resources (OER)-based Jigsaw learning model on the mathematical communication skills and academic achievement of junior high school students.Design/methodology/approach: This quasi-experimental research employed a randomized pretest-posttest control group design involving seventh-grade students at SMPN 1 Balantak. Data were collected via multiple-choice tests for learning outcomes and descriptive tests for mathematical communication, subsequently analyzed using independent samples t-tests.Findings: The t-test results indicated significance values for learning outcomes (0.112) and communication skills (0.134) exceeding the 0.05 threshold. Consequently, the OER-based Jigsaw model did not yield a statistically significant effect compared to the expository model, despite the experimental group recording higher mean scores.Practical implications: These findings suggest that while the OER-based Jigsaw model serves as a viable instructional alternative, its implementation requires optimization to demonstrate a significantly superior impact compared to conventional methods.Originality/value: This research contributes insights regarding the integration of OER into the Jigsaw cooperative learning framework, specifically within the context of regional mathematics education.   Purpose: Penelitian ini bertujuan menguji pengaruh model pembelajaran Jigsaw berbasis Open Educational Resources (OER) terhadap kemampuan komunikasi matematis dan hasil belajar siswa SMP.Design/methodology/approach: Studi kuasi eksperimen ini menerapkan randomized pretest-posttest control group design pada siswa kelas VII SMPN 1 Balantak. Data dikumpulkan melalui tes pilihan ganda (hasil belajar) dan uraian (komunikasi), lalu dianalisis menggunakan independent sample t-test.Findings: Hasil uji-t menunjukkan signifikansi hasil belajar (0,112) dan komunikasi (0,134) > 0,05. Artinya, model Jigsaw-OER tidak berpengaruh signifikan dibandingkan ekspositori, meskipun rata-rata skor kelas eksperimen tercatat lebih tinggi.Practical implications: Temuan ini mengimplikasikan bahwa Jigsaw berbasis OER dapat diterapkan sebagai variasi strategi pembelajaran, namun pelaksanaannya memerlukan optimalisasi agar dampaknya lebih signifikan dibanding metode konvensional. Originality/value: Penelitian ini menawarkan wawasan mengenai integrasi sumber belajar terbuka (OER) ke dalam sintaks pembelajaran kooperatif Jigsaw dalam konteks pendidikan matematika di daerah.
Mengidentifikasi miskonsepsi matematika pada peserta didik sekolah dasar dengan speech delay Napfiah, Siti; Kartika, Era Dewi; Setyaningsih, Sri Wahyu
International Journal of Progressive Mathematics Education Vol. 5 No. 1 (2025)
Publisher : Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/ijopme.v5i1.18628

Abstract

Purpose: To analyze the mathematical concept comprehension of students with speech delay and investigate the correlation between communication impairments and mathematical cognition in elementary education. Design/methodology/approach: This descriptive qualitative study involved three second-grade students with speech delay. Data collection utilized mathematical concept understanding tests based on five indicators, supplemented by interviews and structured observations to ensure data depth and validity. Findings: Results indicate that the subjects' conceptual understanding is categorized as low, specifically regarding measurement and terminological accuracy. The findings demonstrate that restricted linguistic and communication abilities significantly hinder the internalisation of mathematical concepts. Practical implications: The study suggests that educators should integrate linguistic stimulation within inclusive mathematics instruction to support students with speech impediments in achieving optimal conceptual mastery. Originality/value: This research provides a unique contribution to mathematics education literature by uncovering the nexus between speech delay and mathematical conceptualisation, an area currently underexplored.   Purpose: Menganalisis kemampuan pemahaman konsep matematika peserta didik speech delay serta mengeksplorasi hubungan antara hambatan komunikasi dengan kognisi matematis di tingkat sekolah dasar. Design/methodology/approach: Penelitian kualitatif deskriptif ini melibatkan tiga siswa kelas 2 Sekolah Dasar yang mengalami speech delay. Instrumen pengumpulan data meliputi tes pemahaman konsep (berdasarkan lima indikator), wawancara, dan observasi terstruktur untuk memastikan kedalaman data. Findings: Pemahaman konsep matematika subjek berada pada kategori rendah, terutama pada materi ukuran dan akurasi penggunaan terminologi. Temuan menunjukkan bahwa keterbatasan kemampuan bahasa dan komunikasi secara signifikan menghambat proses internalisasi konsep matematis peserta didik. Practical implications: Studi ini merekomendasikan pendidik untuk mengintegrasikan stimulasi komunikasi ke dalam strategi pembelajaran matematika inklusif guna membantu siswa dengan hambatan bicara mencapai pemahaman konsep yang optimal. Originality/value: Memberikan kontribusi unik pada literatur pendidikan matematika dengan mengungkap keterkaitan antara hambatan perkembangan bahasa (speech delay) terhadap pemahaman konsep matematika yang masih jarang dieksplorasi.
Etnomatematika: arsitektur masjid raden anji ma’ra sebagai media pembelajaran Saparwadi, Lalu; los Santos, Maria Clara de; Soberano, Liza
International Journal of Progressive Mathematics Education Vol. 5 No. 1 (2025)
Publisher : Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/ijopme.v5i1.18633

Abstract

Purpose: This study aims to analyze ethno-mathematical concepts within the architecture of the Raden Anji Ma’ra Great Mosque in Lombok to address student difficulties in mathematics by providing contextual learning media. Design/methodology/approach: This qualitative ethnographic study utilizes the researcher as the primary instrument. Data were gathered through structural observations, photographic documentation, and literature reviews of local architecture. Findings: The results reveal various plane geometry concepts (rectangles, triangles, circles) and solid geometry (spheres, cylinders, prisms) within the mosque's elements. Findings also encompass principles of symmetry, geometric transformations, and architectural proportions rich in mathematical value.  Practical implications: These findings provide teachers with culturally-relevant alternative teaching materials to enhance students' interest and conceptual understanding through concrete objects in their surroundings.Originality/value: This study offers a unique contribution by exploring mosque architecture in Lombok, which has remained largely unexamined in ethno-mathematics literature, thereby expanding the integration of socio-religious culture into mathematics education.   Purpose: Penelitian ini bertujuan menganalisis konsep etnomatematika pada arsitektur Masjid Jamik Raden Anji Ma’ra Lombok untuk mengatasi kesulitan siswa dalam memahami matematika melalui penyediaan media pembelajaran kontekstual. Design/methodology/approach: Studi kualitatif etnografi ini menggunakan peneliti sebagai instrumen utama. Data dikumpulkan melalui observasi struktur bangunan, dokumentasi foto, dan studi literatur mengenai arsitektur lokal. Findings: Hasil penelitian mengungkap keberadaan konsep geometri bidang (persegi panjang, segitiga, lingkaran) dan geometri ruang (bola, tabung, prisma) pada elemen masjid. Temuan juga mencakup prinsip simetri, transformasi geometri, dan proporsi arsitektural yang kaya akan nilai matematis. Practical implications: Temuan ini menyediakan bahan ajar alternatif berbasis budaya lokal bagi guru untuk meningkatkan minat dan pemahaman konseptual siswa melalui objek konkret di lingkungan sekitar. Originality/value: Studi ini memberikan kontribusi unik dengan mengeksplorasi arsitektur masjid di Lombok yang selama ini belum terjamah dalam literatur etnomatematika, memperluas cakrawala integrasi budaya-agama dalam pendidikan matematika.
Menyingkap Karakteristik Penalaran Matematis Siswa dalam Pemecahan Masalah Geometri Ruang : Tinjauan Berdasarkan Kategori Kemampuan Matematika Budi Lestari, Andika Setyo; Arifah, Siti
International Journal of Progressive Mathematics Education Vol. 5 No. 1 (2025)
Publisher : Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/ijopme.v5i1.18643

Abstract

Purpose: This study aims to analyze students' mathematical reasoning in solving problems related to flat-walled three-dimensional shapes, examined through the lens of their mathematical proficiency levels. Design/methodology/approach: The research employs a qualitative descriptive approach. Data were gathered through assessments and interviews conducted with three subjects representing high, moderate, and low mathematical abilities. Findings: The results indicate that robust mastery of material correlates positively with effective reasoning, as evidenced by the high-ability subject meeting all reasoning indicators. Conversely, subjects with moderate and low abilities experienced significant difficulties due to a deficit in basic conceptual understanding, thereby limiting their capacity to identify procedural steps, integrate concepts, and construct coherent arguments. Practical implications: These findings serve as a reference for developing adaptive mathematics learning strategies oriented toward conceptual comprehension to mitigate the tendency of students merely memorizing formulas. Originality/value: This research contributes a profound overview of reasoning characteristics across various ability levels, specifically within the context of flat-walled geometry, to foster logical and systematic thinking skills.   Purpose: Penelitian ini bertujuan menganalisis penalaran matematika siswa dalam menyelesaikan soal bangun ruang sisi datar, ditinjau berdasarkan kemampuan matematika siswa. Design/methodology/approach: Penelitian ini menggunakan pendekatan deskriptif kualitatif. Data dikumpulkan melalui tes dan wawancara kepada tiga subjek dengan tingkat kemampuan tinggi, sedang, dan rendah. Findings: Hasil menunjukkan bahwa penguasaan materi yang kuat berkorelasi positif dengan penalaran efektif, di mana subjek berkemampuan tinggi menguasai semua indikator penalaran. Sebaliknya, subjek berkemampuan sedang dan rendah mengalami kesulitan signifikan akibat defisit pemahaman konsep dasar, yang membatasi kemampuan mereka dalam mengidentifikasi langkah, mengintegrasikan konsep, dan menyusun argumen. Practical implications: Hasil ini menjadi acuan untuk pengembangan pembelajaran matematika yang adaptif dan berorientasi pada pemahaman konseptual untuk mengatasi kecenderungan siswa yang hanya menghafalkan rumus. Originality/value: Kontribusi penelitian ini memberikan gambaran mendalam tentang karakteristik penalaran pada berbagai tingkat kemampuan dalam materi bangun ruang sisi datar guna mendukung kemampuan berpikir logis dan sistematis.
Pola koneksi matematis siswa dengan tingkat kemampuan matematika yang berbeda pada materi sistem persamaan linear dua variabel Hamid, Abdurahman; Juhari, Agusalim
International Journal of Progressive Mathematics Education Vol. 5 No. 1 (2025)
Publisher : Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/ijopme.v5i1.18649

Abstract

Purpose: This study aims to analyze the mathematical connection abilities of medium-ability students in solving Two-Variable Linear Equation System (TVLES) problems. Design/methodology/approach: Employing a qualitative descriptive method, this study involved 21 eighth-grade students at SMP Negeri 3 Watampone. Data were gathered through written mathematical connection tests and in-depth interviews with selected medium-ability subjects. Findings: The results reveal a disparity in skills: intra-mathematical connectivity is low (63%) due to barriers in concept integration and analogical reasoning. Conversely, extra-structural connection (mathematics-to-real-life) reached 72%, where students successfully transformed contextual problems into systematic mathematical models. Practical implications: Educators are encouraged to shift from procedural instruction to connection-based learning environments to mitigate conceptual misconceptions among average-achieving students. Originality/value: This study provides specific insights into the "asymmetrical connection" profile of medium-ability students, addressing a literature gap regarding cognitive obstacles in formal algebraic topics.     Purpose: Penelitian ini bertujuan menganalisis kemampuan koneksi matematis siswa berkemampuan sedang dalam menyelesaikan masalah Sistem Persamaan Linear Dua Variabel (SPLDV). Design/methodology/approach: Menggunakan metode deskriptif kualitatif, studi ini melibatkan 21 siswa kelas VIII di SMP Negeri 3 Watampone. Data dikumpulkan melalui instrumen tes tertulis berbasis koneksi matematis dan wawancara mendalam dengan subjek terpilih kategori sedang. Findings: Temuan menunjukkan disparitas kemampuan: konektivitas intra-matematika tergolong rendah (63%) akibat hambatan dalam integrasi konsep dan analogi. Sebaliknya, koneksi ekstrastruktural (matematika-kehidupan nyata) mencapai 72%, di mana siswa mampu mentransformasi masalah kontekstual menjadi model matematika secara sistematis. Practical implications: Guru disarankan beralih dari pengajaran prosedural ke pendekatan lingkungan belajar berbasis hubungan antar-konsep untuk memitigasi miskonsepsi pada siswa berkemampuan menengah. Originality/value: Studi ini memberikan wawasan spesifik mengenai profil "koneksi asimetris" pada siswa berkemampuan sedang, yang mengisi celah literatur mengenai hambatan kognitif dalam materi aljabar formal.
Kemampuan Berpikir Kreatif Siswa dalam Menyelesaikan Masalah Open-Ended Ditinjau dari Gaya Belajar Husniyah, Hana Kholifatul; Sa'dijah, Cholis
International Journal of Progressive Mathematics Education Vol. 5 No. 1 (2025)
Publisher : Universitas Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22236/ijopme.v5i1.18887

Abstract

Purpose: This research aims to describe students' creative thinking abilities in solving open-ended problems viewed from the perspective of learning styles to support the essential competencies required in the 21st century. Design/methodology/approach: This study utilizes a qualitative approach where data collection was conducted through creative thinking ability tests, learning style assessments, and interviews. The research subjects consisted of 33 tenth-grade students from a senior high school in Malang. Interviews were conducted with subjects from each learning style, ensuring a proportional representation of visual, auditory, and kinaesthetic styles while considering students' communication skills, utilizing instruments that were validated through expert judgment. Findings: Based on the research results, it was found that students with a visual learning style met the criteria for flexibility and novelty. Auditory learners fulfilled the criteria for fluency and flexibility. Conversely, kinaesthetic learners did not meet the criteria for fluency, flexibility, or novelty. Practical implications: Creative thinking skills can be cultivated in students through open-ended problem-solving instruction because learning styles significantly influence an individual's creative thinking capacity. Originality/value: This study provides a specific overview of creative thinking as a fundamental skill for the 21st century based on an analysis of learning styles in the context of solving open-ended problems.   Purpose: Penelitian ini bertujuan untuk mendeskripsikan kemampuan berpikir kreatif siswa dalam menyelesaikan masalah open-ended ditinjau dari gaya belajar guna mendukung kemampuan yang dibutuhkan di abad 21. Design/methodology/approach: Pendekatan penelitian ini adalah kualitatif di mana pengumpulan data dilakukan melalui tes kemampuan berpikir kreatif, tes gaya belajar, dan wawancara. Subjek penelitian adalah 33 siswa kelas X yang berasal dari salah satu sekolah menengah atas di Kota Malang. Wawancara dilakukan pada subjek di setiap gaya belajar dengan memperhatikan proporsional gaya belajar visual, auditorial, dan kinestetik serta kemampuan komunikasi siswa menggunakan instrumen yang valid melalui proses validasi ahli. Findings: Berdasarkan hasil penelitian diperoleh bahwa siswa bergaya belajar visual memenuhi fleksibilitas dan kebaruan, siswa auditorial memenuhi kefasihan dan fleksibiltas, dan siswa kinestetik tidak memenuhi kefasihan, fleksibilitas, dan kebaruan. Practical implications: Kemampuan berpikir kreatif dapat dibelajarkan kepada siswa melalui pembelajaran penyelesaian masalah open-ended karena gaya belajar dapat mempengaruhi kemampuan berpikir kreatif seseorang. Originality/value: Penelitian ini memberikan gambaran spesifik mengenai kemampuan berpikir kreatif sebagai bagian dari kemampuan yang dibutuhkan di abad 21 berdasarkan tinjauan gaya belajar dalam menyelesaikan masalah open-ended.

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