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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 377 Documents
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Literasi Matematika Siswa dalam Menyelesaikan Soal Model PISA Ditinjau dari Gaya Kognitif Sistematis-Intuitif Hanum Kholidah Ziya; Susanah Susanah
MATHEdunesa Vol. 15 No. 3 (2026): Jurnal Mathedunesa Volume 15 Nomor 3 Tahun 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v15n3.p806-819

Abstract

Mathematical literacy is an individual's ability to formulate, employ, and interpret mathematical concepts and procedures to solve contextual problems. This study aims to describe students’ mathematical literacy with systematic and intuitive cognitive styles in solving PISA model problems. This study used a descriptive qualitative approach involving two ninth-grade students with different cognitive styles, the same gender, and equivalent high mathematical abilities. Data were collected through PISA model problems and semi-structured task-based interviews, then analyzed through data reduction, data presentation, and conclusion drawing based on PISA mathematical literacy indicators. The results showed that both students fulfilled the three mathematical literacy processes with different characteristics. In the formulate process, systematic students tended to understand problems thoroughly and construct complete mathematical representations, while intuitive students focused on contextual visualization and identifying important information. In the employ process, systematic students used structured solution steps, whereas intuitive students applied practical strategies and intuition. In the interpret process, systematic students evaluated results analytically based on contextual suitability, while intuitive students emphasized practical and visual interpretation. Therefore, cognitive style influences students’ approaches in solving PISA model problems.
Penalaran Proporsional Siswa SMP dalam Pemecahan Masalah Matematika Ditinjau dari Gaya Kognitif Reflektif dan Impulsif Fifin Rafina Yunitasari; Susanah Susanah
MATHEdunesa Vol. 15 No. 3 (2026): Jurnal Mathedunesa Volume 15 Nomor 3 Tahun 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v15n3.p613-631

Abstract

Proportional reasoning is a way of thinking in understanding ratios as relationships between quantities, distinguishing between proportional and non-proportional relationships, linking changes in two quantities in an orderly manner, and using multiplication strategies in proportional situations. One factor that influences proportional reasoning is cognitive style. This study is a descriptive study with a qualitative approach that aims to describe the proportional reasoning of junior high school students in solving mathematical problems based on reflective and impulsive cognitive styles. The subjects of this study were two eighth-grade students, each representing reflective and impulsive cognitive styles. Data were collected through mathematical problem-solving task, and task-based interview guidelines. The results showed differences in proportional reasoning activities between reflective and impulsive students. Reflective students identified ratios by writing and interpreting comparisons as representations of relationships between quantities. They recognized proportional relationships by explaining that changes in one quantity were multiples of another and by distinguishing situations that maintained constant ratios from those that did not. Covariation analysis was carried out by systematically linking proportional changes between quantities. In developing informal strategies, reflective students applied unit rates by converting ratios into per-unit forms and using them consistently until the solution was rechecked. In contrast, impulsive students identified ratios by stating comparisons and immediately using them for initial calculations. Proportional relationships were recognized by maintaining fixed ratios during problem solving. Covariation analysis was demonstrated through proportional linking of quantities, although early inaccuracies occurred and were later corrected. The informal strategy most frequently used by impulsive students was the scale factor, determined through multiplication or division, followed by rechecking the results.
Berpikir Kritis Siswa dalam Menyelesaikan Soal AKM Konten Geometri Ditinjau dari Gaya Kognitif Field Dependent dan Field Independent Alfaini Hidayatul Lail; Susanah Susanah
MATHEdunesa Vol. 15 No. 3 (2026): Jurnal Mathedunesa Volume 15 Nomor 3 Tahun 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v15n3.p746-764

Abstract

Critical thinking is an essential element in mathematics learning as it relates to students’ mental processes in understanding, analyzing, and solving problems logically and systematically, particularly in contextual tasks such as the minimum competency assessment (AKM). This study aimed to describe the process of students’ critical thinking based on Field Independent and Field Dependent cognitive styles in solving AKM geometry problems. This research employed a descriptive qualitative approach. The research subjects consisted of one student with a Field Dependent cognitive style and one student with a Field Independent cognitive style. Data were collected through AKM numeracy tasks on geometry content and semi-structured task-based interviews. Data were analyzed based on indicators of the critical thinking process, including interpretation, analysis, inference, evaluation, explanation, and self-regulation. The results showed that the student with a Field Independent cognitive style demonstrated a complete and consistent critical thinking process across all aspects, as evidenced when students categorize relevant information, analyze problems systematically, perform calculations according to appropriate procedures, examine evidence, draw logical conclusions, and apply self-regulation through reviewing and correcting errors. Meanwhile, the student with a Field Dependent cognitive style demonstrated only some aspects of the critical thinking, particularly inference, evaluation, and explanation, while experiencing limitations in interpretation, analysis, and self-regulation The findings imply that mathematics learning should accommodate differences in students’ cognitive styles by providing more structured guidance for Field Dependent students, particularly in interpreting information, organizing problem-solving procedures, and developing self-regulation skills when solving contextual mathematical problems.
Profil Numerasi Siswa Ditinjau dari Tingkat Kecemasan Matematika Alvina Salsabila; Nina Rinda Prihartiwi
MATHEdunesa Vol. 15 No. 3 (2026): Jurnal Mathedunesa Volume 15 Nomor 3 Tahun 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v15n3.p789-805

Abstract

Numeracy is an important competency in mathematics learning related to students' ability to use mathematical concepts and reasoning in everyday life contexts. In the National Assessment policy, numeracy is measured through the Minimum Competency Assessment (AKM), which emphasizes contextual problem solving. However, students' numeracy is not only influenced by mastery of mathematical concepts, but also by affective factors, one of which is mathematics anxiety. Mathematics anxiety can affect students' focus, self-confidence, and thought processes. This study aims to describe students' numeracy in terms of low, medium, and high levels of mathematics anxiety. This study used a qualitative approach. The research subjects consisted of three junior high school students, each representing low, medium, and high levels of mathematics anxiety. Data collection techniques included completing a mathematics anxiety questionnaire and a numeracy test equivalent to AKM, interviews, observations, and field notes. Data analysis was carried out through the stages of data reduction, data presentation, and conclusion drawing. The results showed that students with low levels of mathematics anxiety had good numeracy skills across all numeracy indicators. Students with moderate levels of math anxiety demonstrated adequate but inconsistent numeracy skills, particularly in accuracy and mathematical justification. Meanwhile, students with high levels of math anxiety demonstrated low numeracy skills, characterized by difficulty understanding the context of AKM questions, processing information, and drawing appropriate conclusions.
Scaffolding pada Kesalahan Siswa dalam Menyelesaikan Masalah Open-Ended Berdasarkan Gaya Kognitif Field Dependent dan Field Independent Innes Nurazzahra; Ali Shodikin
MATHEdunesa Vol. 15 No. 2 (2026): Jurnal Mathedunesa Volume 15 Nomor 2 Tahun 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v15n2.p572-596

Abstract

Open-ended problems require students to think deeply and use various methods and answers, but many students are not accustomed to them, which leads to their not being able to solve them correctly. Students’ errors are related to field dependent and field independent cognitive styles, which influence differences in understanding and analytical abilities, highlighting the necessity of suitable scaffolding catered to students' requirements. This study aims to describe the provision of scaffolding for students’ errors in solving open-ended problems based on field dependent and field independent cognitive styles. This study used a descriptive qualitative approach. The research subjects consisted of one field dependent student and one field independent student who made the most frequent and varied errors in solving open-ended problems. The selection of research subjects also considered equivalence in mathematical ability and the same gender. The instruments used in this study were the group embedded figures test, a mathematics ability test, an open-ended problem test, an interview and scaffolding guidelines. The research data were analyzed through three stages: data condensation, data display, and conclusion drawing. The results showed that student with a field dependent cognitive style made errors in comprehension, transformation, process skills, and encoding. The scaffolding provided included reviewing, explaining, restructuring, and developing conceptual thinking. Meanwhile, student with a field independent cognitive style made errors in comprehension, transformation, and process skills. The scaffolding provided included reviewing and restructuring. The results of the study showed that scaffolding was able to reduce errors made by field dependent student and address errors made by field independent student in solving open-ended problems.
Analisis Kesalahan Pemodelan Matematika Siswa SMK dalam Menyelesaikan Masalah Kontekstual Ditinjau dari Kemampuan Matematika Della Utary Putri; Ismail Ismail
MATHEdunesa Vol. 15 No. 3 (2026): Jurnal Mathedunesa Volume 15 Nomor 3 Tahun 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v15n3.p728-745

Abstract

The low mathematical modeling ability of vocational high school students is an issue that needs special attention, especially regarding the errors that occur at each stage of mathematical modeling. This study aims to describe the mathematical modeling errors of high, medium, and low-ability vocational high school students in solving contextual problems on arithmetic sequences and series. This study is a descriptive study with a qualitative approach conducted in the even semester of the 2025/2026 academic year. The research subjects consisted of three 10th grade vocational high school students, each representing high, medium, and low mathematical abilities, selected based on the results of a mathematical ability test using purposive sampling techniques. Data were collected through mathematics ability tests, problem-solving assignments, and in-depth interviews. Data analysis used seven indicators of mathematical modeling stage errors adapted from Blum and Kaiser, Ndii, Lutvaidah, and Masfiyah and Shodikin. The results of the study show that high-ability student demonstrate excellent mastery of almost all stages of modeling and do not make procedural errors. However, at the stage of making modeling assumptions, they have not yet demonstrated an explicit conceptual understanding of the limitations of mathematical models. Student with average abilities completed all stages with correct models and final answers without substantive errors, but their conceptual understanding of modeling assumptions was not yet fully in-depth. Low-ability student made errors in several indicators, particularly in the use of variables, making assumptions, and accuracy in calculations, although they were still able to determine the month of target achievement. These findings indicate that differences in ability levels affect the depth of conceptual understanding and the systematic nature of students' mathematical modeling processes.
Literasi Matematika Siswa SMP dalam Menyelesaikan Soal Setara AKM Konten Data dan Ketidakpastian Ditinjau dari Gaya Kognitif Reflektif-Impulsif Vanesa Pramesuari Afra Kamila; Ismail Ismail
MATHEdunesa Vol. 15 No. 3 (2026): Jurnal Mathedunesa Volume 15 Nomor 3 Tahun 2026
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v15n3.p765-788

Abstract

Mathematical literacy in data and uncertainty content among junior high school students remains relatively low, particularly in understanding, processing, and interpreting data in AKM-equivalent problems. While previous studies have mainly examined students’ achievement, limited research has described their mathematical literacy processes based on reflective and impulsive cognitive styles. This study aimed to describe students’ mathematical literacy processes in solving AKM-equivalent problems on data and uncertainty with socio-cultural contexts based on cognitive style. This study employed a qualitative descriptive approach involving two junior high school students representing reflective and impulsive cognitive styles, selected using a mathematics ability test and the Matching Familiar Figures Test (MFFT). Data were collected through mathematical literacy tests and interviews and analyzed descriptively. The results showed that reflective students identified information systematically, applied mathematical procedures carefully, and verified their calculations and conclusions before making decisions. In contrast, impulsive students solved problems more quickly but performed less evaluation and verification, leading to inaccuracies in several solutions. These differences were evident across the stages of formulating, employing, and interpreting. This study contributes by describing the characteristics of students’ mathematical literacy processes in AKM-equivalent problems from the perspective of reflective and impulsive cognitive styles.

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