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MATHEdunesa
Published by Universitas Negeri Surabaya
ISSN : 23019085     EISSN : 26857855     DOI : https://doi.org/10.26740/mathedunesa.v12n1
Core Subject : Education,
Education Mathematics Other
MATHEdunesa is a scientific journal of mathematics education published by the Mathematics Department of Faculty of Mathematics and Natural Sciences of Universitas Negeri Surabaya. MATHEdunesa accepts and publishes research articles and book review in the field of Education, which includes: ✅ Development of learning model ✅ Problem solving, creative thinking, and Mathematics Competencies ✅Realistic mathematics education and contextual learning, ✅Innovation of instructional design ✅Learning media development ✅ Assesment and evaluation in Mathematics education ✅ Desain research in Mathematics Education
Arjuna Subject : Matematika - Matematika (Lain-Lain)
Articles 337 Documents
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Penalaran Induktif Peserta Didik SMP dalam Menyelesaikan Soal Matematika Ditinjau dari Perbedaan Jenis Kelamin Marwah, Aulia Putri; Wijayanti, Pradnyo
MATHEdunesa Vol. 15 No. 1 (2026): Jurnal Mathedunesa Volume 15 Nomor 1 Tahun 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v15n1.p81-92

Abstract

Inductive reasoning is one of the skills required to solve mathematics problems. As a cognitive process, inductive reasoning is influenced by many factors, including gender differences. This study aims to describe students' inductive reasoning in solving mathematics problems based on gender differences. This research is a descriptive study with a qualitative approach. The subjects were two eighth-grade students from SMPN 6 Tulungagung during the 2024/2025 academic year: one male student and one female student, both with equivalent mathematical abilities. Data collection methods included tests and interviews. Inductive reasoning was analyzed based on the following indicators used by the researcher: (1) observation on particular cases, (2) organization of particular cases, (3) search and prediction patterns, (4) conjecture formulation, (5) conjecture validation, (6) conjecture generalization, and (7) general conjecture justification. The research results indicate that both students observed specific cases, managed specific cases, searched for and conjectured patterns, conjectured formulas, validated conjectures, generalized conjectures, and justified general conjectures. The differences lay in how they acquired initial knowledge and their conjecture validation strategies. The male student acquired initial knowledge based on previously known information and validated conjectures more than once, while the female student acquired initial knowledge based on direct measurement results with the help of a protractor and validated conjectures only once.
Menilai Kualitas Tugas Matematika Buatan Guru SMP dengan Stimulus Soal Berbasis Literasi dan Numerasi yang Menumbuhkan Berpikir Kritis Siswa Ismail; Siswono, Tatag Yuli Eko; Masriyah; Abadi
MATHEdunesa Vol. 15 No. 1 (2026): Jurnal Mathedunesa Volume 15 Nomor 1 Tahun 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v15n1.p72-80

Abstract

Questions that encourage students to construct meaning and build mental connections tend to foster critical thinking skills. Previous research on junior high school mathematics teachers shows that, in reality, teachers often have not been successful in teaching students to think critically; instead, they focus more on teaching the subject matter content alone. The problem concerns how to improve the quality of mathematics tasks designed by junior high school mathematics teachers in Pasuruan Regency, and whether the tasks developed by teachers have already fostered students’ critical thinking skills. One effort that teachers can undertake is to use literacy- and numeracy-based problem stimuli in the tasks given to students. However, the development of literacy- and numeracy-based questions that can enhance critical thinking skills has not yet been well mastered by mathematics teachers. Therefore, they need to engage in direct, interactive activities with experts in mathematics education, particularly in the field of critical thinking. Through the workshop on critical thinking–oriented learning for junior high school mathematics teachers in Pasuruan Regency, it is expected that teachers will be able to design literacy- and numeracy-based problem stimuli to be used in critical thinking–oriented mathematics instruction at the junior high school level. The results of the teacher mentoring activities in designing mathematics tasks with literacy- and numeracy-based problem stimuli for critical thinking–oriented mathematics learning at the junior high school level are as follows: 16 out of 19 participants (84%) produced stimuli that were well designed based on literacy and numeracy, containing sufficient information to develop questions that trigger students’ critical thinking skills; 2 out of 19 participants (10.5%) produced stimuli that were fairly well designed based on literacy and numeracy, containing limited information to develop questions that stimulate students’ critical thinking skills; and 1 out of 19 participants (5%) produced stimuli that were poorly designed based on literacy and numeracy, containing no information that could develop questions to stimulate students’ critical thinking skills. Based on the questionnaire results, 53.8% of participants strongly agreed and 46.2% agreed that the workshop materials could be easily understood and applied; 76.9% strongly agreed and 23.1% agreed that the workshop materials were delivered in a well-structured and systematic manner; 84.8% strongly agreed and 15.4% agreed that the resource person mastered the material presented; 61.5% strongly agreed and 38.5% agreed that the resource person presented the material clearly and sequentially; 69.2% strongly agreed and 30.8% agreed that the answers provided by the resource person to participants’ questions were very clear; and 38.5% strongly agreed, 46.2% agreed, while only 15.4% disagreed that the duration of the training was appropriate.
Analisis Kesalahan Siswa SMP dalam Menyelesaikan Soal Setara AKM Numerasi Ditinjau dari Gaya Belajar Salsabila, Devinta Safa; Ismail; Indrawatiningsih, Nonik
MATHEdunesa Vol. 15 No. 1 (2026): Jurnal Mathedunesa Volume 15 Nomor 1 Tahun 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v15n1.p114-126

Abstract

This study is a qualitative descriptive study that analyzes students' errors with the aim of describing the errors made by junior high school students in terms of visual, auditory, and kinesthetic learning styles using Newman's error indicators. The research data consists of the learning styles of the subjects and the results of the Minimum Numeracy Competency Assessment test. It was obtained from the learning style questionnaire and the students' answers to the questions using Newman's indicators as well as interviews between the researcher and the research subjects. The subjects taken for this study were 3 students out of 32 students of Junior High School. Each of them has different learning style visual, Auditory, kinesthetic. Moreover, the chosen subjects are those who had the highest learning style questionnaire scores for each type of learning style. Additionally, based on the results of students' answers to the Minimum Numeracy Competency Assessment questions, the researcher conducted interviews with the three selected subjects and analyzed their answers further to identify errors. The results of the study indicate that interm of there is cognitive levels of reasoning concepts. Student with a visual learning style made errors in understanding the questions, performing transformations, processing the final answers, and drawing conclusions from the final answers. student with auditory learning styles made mistakes in transformations, processing final answers, and drawing conclusions from final answers. Meanwhile, student with kinesthetic learning styles made mistakes in transformations, processing final answers, and drawing conclusions from final answers.
Proses Berpikir Kreatif Siswa dalam Pemecahan Masalah Kolaboratif pada Konteks Open Ended Dewi, Kharisma Normala; Siswono, Tatag Yuli Eko
MATHEdunesa Vol. 15 No. 1 (2026): Jurnal Mathedunesa Volume 15 Nomor 1 Tahun 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v15n1.p93-105

Abstract

In 21st-century learning, creative thinking and collaboration skills are abilities that need to be developed in every subject, including mathematics. The low level of creative thinking skills among Indonesian students, as shown in the PISA results, as well as students' difficulties in individual problem solving, are important reasons for exploring the collaborative creative thinking process. Therefore, this study uses open-ended questions because this type of question allows for a variety of solution strategies and ideas to emerge, exposing students' creative thinking processes in a collaborative context. This study aims to describe students' creative thinking processes in collaborative problem solving in heterogeneous groups (high, medium, and low). This research is a descriptive qualitative study with two groups of eighth-grade students at a junior high school in Gresik as subjects. Data collection techniques included tests, observations, and interviews. Data analysis was conducted based on the stages of creative thinking according to Siswono (2008) and collaboration competencies according to the OECD (2017). The results showed that Group 1 demonstrated collaboration through active communication, role-sharing, and contributions from all members. This group successfully met all indicators of creative thinking, such as fluency, flexibility, and originality. In contrast, Group 2 was dominated by high-ability students in the early stages, while other members tended to be passive. Although participation increased during the planning phase of idea implementation, this group could only meet the fluency and flexibility indicators. The creative thinking process of both groups went through the stages of synthesizing ideas, developing ideas, planning idea implementation, and implementing ideas. Interaction patterns showed that high-ability students tended to lead, moderate-ability students acted as connectors, and low-ability students were passive but still contributed to task execution.
Improving the Skills of Junior High School Mathematics Teachers in Developing Deep Learning-Oriented Lesson Plans Using ChatGPT Masriyah; Rosyidi, Abdul Haris; Ismail; Setianingsih, Rini; Hanifah, Umi
MATHEdunesa Vol. 15 No. 1 (2026): Jurnal Mathedunesa Volume 15 Nomor 1 Tahun 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v15n1.p106-113

Abstract

Advances in artificial intelligence (AI) technology offer significant opportunities for education to create more innovative and adaptive learning experiences. Mojokerto Regency, East Java, with over 100 junior high schools, faces challenges in integrating modern technology into learning, particularly in mathematics. These challenges include teachers' limited understanding of AI technologies such as ChatGPT, limited resources, and limited access to technology-based training. This study aims to describe the improvement of junior high school Mathematics teachers' understanding and competency in developing deep learning of lesson plans using the ChatGPT after participating in technology-based training. This study was conducted through training on an introduction to AI (ChatGPT), discussions on the ChatGPT-assisted deep learning of Mathematics lesson plans and mentoring in developing the ChatGPT-assisted deep learning of Mathematics lesson plans. Participants were given a pretest before the activity and a post test after the training. Furthermore, participants were assessed as a group on their performance in developing the ChatGPT-assisted deep learning Mathematics lesson plan. Based on the results of the pretest and posttest analysis, and group performance, it can be concluded that there is an increase in the understanding and competence of Mathematics teachers in using AI (ChatGPT), to develop a deep learning of lesson plan that is interactive, relevant, and supports the implementation of the Merdeka Curriculum
Improving Mathematical Critical Thinking Among Junior Secondary Students: A Problem-Based Learning Approach to Algebraic Content Usmiyatun; Juniati, Dwi; Khabibah, Siti
MATHEdunesa Vol. 15 No. 1 (2026): Jurnal Mathedunesa Volume 15 Nomor 1 Tahun 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v15n1.p134-147

Abstract

The purpose of this research is to examine how the Problem-Based Learning (PBL) model can be effectively applied to foster critical thinking abilities in junior secondary students, particularly within the domain of algebra. This study employed a qualitative approach with a teaching experiment design conducted in Grade VII A (29 students) at SMP PGRI II Wajak over four sessions. Data were collected through observation, pretest-posttest, student worksheets (LKPD), and questionnaires about learning motivation. According to Facione, the tool used to evaluate critical thinking skills includes six indicators: The study’s findings indicate notable progress in students’ critical thinking skills across six core dimensions: interpretation, analysis, evaluation, inference (conclusion), explanation, and self regulation evident both in their problem-solving performance and throughout the learning process. Both the N-Gain results, which were categorized as high (62.07%) and medium (37.93%), and the observation results, which demonstrated the domination of the good to very good category during the third meeting, demonstrate this growth. These results suggest that using the PBL paradigm can enhance students' quantitative critical thinking abilities and possibly boost their enthusiasm to learn. This study suggests using PBL as an alternative learning approach focused on fostering the growth of higher order thinking abilities.
Improving Islamic Boarding School Teacher’ Competence in Designing AI-Based Assessment of Critical Thinking Skills Masriyah; Rosyidi, Abdul Haris; Saadah, Nurus; Hafidz, Abdul; Hanifah, Umi; Hariyanti, Firda; Sari, Ayu Silvi Lisvian
MATHEdunesa Vol. 15 No. 1 (2026): Jurnal Mathedunesa Volume 15 Nomor 1 Tahun 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v15n1.p127-133

Abstract

This study reports a structured capacity-building program designed to improve Islamic boarding school teachers’ competence in designing AI-based assessments for critical thinking skills. The intervention was carried out with 91 teachers across 14 school subjects at a large pesantren —a traditional Islamic educational institution that integrates religious and national curricula—in East Java, Indonesia. The program integrated three components: (i) foundational understanding of generative AI, (ii) explicit mapping of higher-order thinking indicators (analysis, inference, evaluation), and (iii) co-construction of assessment tasks and analytic rubrics through guided prompt engineering. A one-group pretest–posttest design was used to evaluate teacher learning gains. Results demonstrate a very large improvement in teachers’ assessment design knowledge and skills, with mean scores increasing from 37.75 (pretest) to 90.49 (posttest), and a statistically significant t-value (t = 29.49, p < .01). Survey findings also indicate strong positive perceptions of AI usefulness, relevance, and feasibility. Teachers were able to generate authentic HOTS tasks contextualized to Islamic and local cultural values, accompanied by clear rubrics for evaluating evidence-based reasoning. The study concludes that AI-assisted design can meaningfully accelerate teacher capacity to design higher-order assessments in faith-based educational settings, provided that AI is used as a scaffold for human reasoning, not as an answer generator. Implications for scaling professional development and institutionalizing AI-embedded assessment innovation in pesantren contexts are discussed

Page 34 of 34 | Total Record : 337

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