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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 395 Documents
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Pemecahan Masalah Numerasi Siswa SMP Konten Geometri dan Pengukuran Ditinjau dari Kecemasan Matematika Iffah Rusydatul Ummah; Endah Budi Rahaju
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.p912-931

Abstract

Numeracy problem solving is the process of solving non-routine problems presented in the context of real life and cannot be solved immediately, which requires the ability to use mathematical knowledge to reason, solve problems, interpret quantitative information, and make the right decisions. One of the internal factors of problem solving is math anxiety. This research approach is qualitative with a descriptive type that aims to describe junior high school students' numeracy problem solving in geometry and measurement content in terms of high, medium, and low math anxiety. The subject of this research is one student with high, medium, and low anxiety. As a result, in the step of understanding the problem, students with moderate and low math anxiety re-explain the problem in their own language, mention the information known and asked, and explain the adequacy of the data. While students with high math anxiety re-explained the problem in their own language, mentioned the information known and asked,In the step of preparing a solution plan, students with high, medium, and low math anxiety explained that the experience of working on similar problems helped in preparing the solution, all three explained the solution plan that had been made. In the step of implementing the solution plan, students with high, medium and low math anxiety carried out and could explain the planned solution. All three experienced calculation errors so that the final results obtained were not correct. In the step of checking back, students with high math anxiety did not check the results of their work, did not explain the conclusion, did not show alternative solutions and did not show other problems that could be solved with similar solutions. While students with moderate and low math anxiety checked the results of their work, explained conclusions, showed alternative solutions and showed other problems that could be solved with similar solutions.
Kemampuan Pemecahan Masalah Peserta Didik Kelas VIII dalam Menyelesaikan Soal Setara AKM Konten Aljabar Ditinjau dari Gaya Kognitif Reflektif Impulsif Yulianis Shabrina Putri; Endah Budi Rahaju
MATHEdunesa Vol. 16 No. 1 (2027): Jurnal Mathedunesa Volume 16 Nomor 1 Tahun 2027
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v16n1.p22-37

Abstract

The low achievement of Indonesian students in numeracy at the international level (PISA and TIMSS) and national level (Education Report Card) indicates the need to improve problem-solving skills. The purpose of this study was to describe the problem-solving skills of eighth-grade students in solving AKM-equivalent algebra problems from the perspective of reflective and impulsive cognitive styles. This study is a qualitative descriptive study. The subjects of this study were two eighth-grade junior high school students with different cognitive styles, equivalent high-level mathematical abilities, and the same gender. The instruments used in this study were the reflective-impulsive cognitive style test (Matching Familiar Figure Test), a mathematical ability test, problem-solving tasks, and interviews. The results showed that students with a reflective cognitive style were able to complete all four stages of Polya's problem-solving process. Starting from understanding the problem, systematically developing a solution plan, solving the problem according to the plan, and demonstrating accuracy in the review stage. Meanwhile, students with an impulsive cognitive style were only able to complete the first two stages of Polya's problem-solving process, namely understanding the problem and developing a solution plan.
How Do Teachers Implement STEM Components? Analysis Variations Implementation in Lesson Plans After STEM Training Sovy Sari; Endah Budi Rahaju
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.p932-944

Abstract

This study aims to analyze the variation in the application of Science, Technology, Engineering, and Mathematics (STEM) components in the Lesson Plans prepared by junior high school teachers after participating in STEM training. This study uses a qualitative approach with document analysis methods on 39 lesson plans of science and mathematics teachers in Bangkalan Regency. The data were analyzed by identifying the presence and form of implementation of each STEM component, then grouping the lesson plans based on the number of integrated components, namely two, three, and four STEM components. The results showed that 6 lesson plans (15,4%) integrated two STEM components, namely Science and Mathematics, which generally focused on conceptual understanding and mathematical calculations, while 11 lesson plans (28,2%) integrated three STEM components with variations in combinations of Science-Technology-Mathematics (STM), Science-Engineering-Mathematics (SEM), and Technology-Engineering-Mathematics (TEM). Most of the lesson plans, namely 22 lesson plans (56,4%), have fully integrated the four STEM components into their learning plans. These findings indicate that STEM training has a positive impact on teachers' ability to design integrated learning, although the level of implementation is not yet fully uniform. The variation in the application of STEM components reflects differences in teachers' understanding and readiness in operationalizing STEM learning at the planning stage. This study confirms that analyzing lesson plans is an effective approach for evaluating STEM implementation at the lesson planning level and can serve as a basis for developing future STEM teacher training programs.
Indications of Gaps in SDG Integration in STEM-Based Lesson Plans for Junior High School Teachers: Analysis of Learning Planning Documents Intan Nurlita; Endah Budi Rahaju
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.p851-865

Abstract

The integration of the Sustainable Development Goals (SDGs) into learning planning is an important requirement in 21st century education, particularly through Science, Technology, Engineering, and Mathematics (STEM)-based learning relevant to sustainability issues. This study aims to analyze the indications of SDG integration gaps in STEM-based Lesson Plans (RPPs) developed by junior high school teachers. This study uses a qualitative approach with a document analysis design from 15 STEM-based RPPs that were deliberately selected from a total of 74 documents collected. The analysis was carried out by examining three main aspects, namely the general level of SDG integration, SDG integration in STEM-based learning activities, and SDG integration in learning assessment. The results showed that 53.4% of the RPPs implicitly integrated the SDGs in learning activities, while 53.4% of the RPPs still used assessments that were not based on the SDGs. At the general level of integration, the limited and inconsistent category was the most dominant pattern (33.3%), while only 20% of the RPPs showed explicit and complete SDGs integration. SDGs tend to be used as additional context in learning activities without being used as a complete conceptual basis, and have not been systematically integrated into learning assessments. These findings show a conceptual, pedagogical, and evaluative gap between the demands of sustainability-oriented education policies and the actual practices of teacher lesson planning. This research has important implications for strengthening STEM-based lesson planning that is more systematic and aligned with the sustainable development agenda.
Efektivitas Pembelajaran Berdiferensiasi Berbasis Problem Based Learning terhadap Hasil Belajar Transformasi Geometri Siswa SMP Annisa Fitri Rosyidah; Masriyah Masriyah
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.p885-895

Abstract

This study aims to determine the effectiveness of differentiated instruction integrated with the Problem Based Learning (PBL) model in improving junior high school students' learning outcomes in geometry transformation. The study was motivated by differences in students' learning readiness identified through a diagnostic test, indicating the need for instructional approaches that accommodate students' diverse learning needs. A quasi-experimental method with a non-equivalent control group design was employed. The population comprised all ninth-grade students of SMP Asa Cendekia, with two classes selected as the sample, consisting of 15 students in the experimental group and 15 students in the control group. The experimental group received differentiated instruction integrated with PBL, while the control group received direct instruction. Data were collected using a diagnostic test, pre-test, post-test, observation sheets, and student response questionnaires. The study was conducted over 10 days through four meetings, consisting of a diagnostic test, pre-test, and instruction on translation, instruction on reflection, and post-test followed by a student response questionnaire. Data were analyzed using the Shapiro-Wilk normality test, Levene’s homogeneity test, N-Gain analysis, and the Mann-Whitney test. The results showed that the post-test data were not normally distributed, while the data were homogeneous. The Mann-Whitney test produced a significance value of 0,044 (P < 0,05), indicating a significant difference in learning outcomes between the experimental and control groups. The experimental group achieved an N-Gain score of 0,8309, categorized as high. These findings indicated that differentiated instruction integrated with the PBL model was effective in improving students' learning outcomes in geometry transformation within the context of this study.
Berpikir Reflektif Siswa dalam Menyelesaikan Masalah Geometri Ditinjau dari Gaya Kognitif Verbalizer-Visualizer 'Adiilah Qurratul 'Aini; Susanah Susanah; Janet Trineke Manoy
MATHEdunesa Vol. 16 No. 1 (2027): Jurnal Mathedunesa Volume 16 Nomor 1 Tahun 2027
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v16n1.p38-56

Abstract

Reflective thinking is plays an important role in the process of understanding, analyzing, evaluating, and improving problem-solving strategies. Meanwhile, the verbalizer-visualizer cognitive style influences the way students receive and process information, thus potentially forming differences in reflective thinking patterns when solving geometry problems. The purpose of this study is to describe students' reflective thinking in solving geometry problems in terms of verbalizer and visualizer cognitive styles. This study is a descriptive study using a qualitative approach. The subjects consisted of two ninth-grade junior high school students who have verbalizer and visualizer cognitive styles. The research data were obtained through geometry problem-solving tests and task-based interviews. The data obtained were analyzed by condensing the data, presenting the data, and drawing conclusions. The results of the study show that: (a) students with a verbalizer cognitive style in suggestion, students explain their initial idea using key words in the text; in intellectualization, they look for the meaning of confusing words by rereading the problem; in guiding ideas, they use their initial idea to write down the dimensions of geometric shapes sequentially; in reasoning, they explain the solution steps using word descriptions; in testing hypotheses by action, they test their answers by comparing calculation results and explaining the conclusions they write. (b) students with a visualizer cognitive style in suggestion, explain their initial ideas through pictures and visualizations; in intellectualization, they look for the meaning of words by looking at pictures and redrawing them; in guiding ideas, they use their initial ideas to gather information through pictures; in reasoning, they explain their solution steps by connecting calculations with visualizations and correcting miscalculations. In hypothesis testing by action, students verify their answers by comparing their calculations and explaining their final conclusions based on the revised results. Thus, reflective thinking and the verbalizer-visualizer cognitive style are useful in learning to understand students' problem-solving processes.
Critical Thinking of Senior High School Students in Solving Mathematical Problems Reviewed from Adversity Quotient and Gender Nur Aulia Jadidah; Dwi Juniati; Siti Khabibah
MATHEdunesa Vol. 16 No. 1 (2027): Jurnal Mathedunesa Volume 16 Nomor 1 Tahun 2027
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v16n1.p1-21

Abstract

Critical thinking is one of the important 21st century skills to be developed in mathematics learning because it helps students analyse information, evaluate arguments, and make logical decisions. Factors that influence students' critical thinking include adversity quotient and gender. This study aims to describe high school students' critical thinking in solving mathematical problems in terms of adversity quotient (AQ) and gender. This study uses a qualitative approach with a descriptive research type. The research subjects consisted of four Year 10 students at MAN 7 Jombang who were selected based on their adversity quotient category (climber and quitter) and gender (masculine males and feminine females) with equivalent mathematical abilities. Data collection was carried out through problem-solving assignments and interviews. The data were analysed using the Miles and Huberman model, which includes data reduction, data presentation, and conclusion drawing, and were validated through time triangulation. The criteria for critical thinking were analysed using the six FRISCO elements from Ennis, which include: Focus, Reason, Inference, Situation, Clarity, and Overview. The problem-solving process was analysed based on Polya's four steps, namely understanding the problem, planning the solution, implementing the solution plan, and reviewing. The type of mathematical problem used was Problem to Find. The results indicate that students with a climber type of Adversity Quotient (AQ), both male and female, demonstrate more consistent and well-developed critical thinking throughout all stages of mathematical problem solving, including understanding the problem, planning the solution, carrying out the solution, and reviewing the results. These students are able to provide logical reasoning, connect given information with prior knowledge, and review their solutions more thoroughly than students with a quitter type of AQ. In contrast, students with a quitter type of AQ tend to show inconsistency in problem-solving processes, make calculation or substitution errors, and rarely evaluate alternative or more efficient solution strategies. In terms of gender, differences in students’ critical thinking are not substantial; however, female students tend to be more meticulous in documenting procedures and reviewing results, while male students tend to show stronger strategic reasoning
Analisis Kesalahan Siswa dan Penerapan Scaffolding dalam Menyelesaikan Masalah Kontekstual pada Materi Geometri Rika Amanda Fitriani; Masriyah Masriyah
MATHEdunesa Vol. 16 No. 1 (2027): Jurnal Mathedunesa Volume 16 Nomor 1 Tahun 2027
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v16n1.p57-68

Abstract

Geometry material, especially triangle similarity, often poses a challenge for students. This is evident in the low scores students achieve in solving contextual problems in this material. Students often make mistakes in solving contextual problems, and solutions need to be provided. This study aims to describe the types of errors made by students in solving contextual problems on the subject of triangle similarity, the provision of scaffolding to reduce errors, and the improvement in student performance after scaffolding was provided. This study is a qualitative descriptive study conducted at one of the state junior high schools in Surabaya. The research subjects were three eighth-grade students with the most and varied errors. Data collection techniques were carried out by administering stage I test questions, conducting interviews and scaffolding, and administering stage II test questions. Data analysis techniques were carried out based on test results adjusted to student error indicators. The results showed that students made conceptual, procedural, and technical errors. The forms of scaffolding provided to reduce conceptual errors were explaining, reviewing, and developing conceptual thinking. The forms of scaffolding provided to reduce procedural errors were reviewing and restructuring. The form of scaffolding provided to reduce technical errors was reviewing. The results of the second stage test showed that there was a reduction in errors in solving contextual problems compared to the first stage test. Thus, it can be concluded that the effective application of scaffolding can improve students' performance in solving these contextual problems.
Desain Asesmen Keterampilan Pemecahan Masalah Trigonometri SMA Terintegrasi GeoGebra Classroom Ilma Nuril Taqwim; Masriyah Masriyah; Yurizka Melia Sari
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.p866-884

Abstract

The limited use of GeoGebra Classroom as a process-based assessment tool for measuring trigonometry problem-solving skills at the senior high school level highlights the need for an alternative technology-based assessment. This study aims to describe the development process and produce a trigonometry problem-solving skills assessment design for high school students integrated with GeoGebra Classroom and fulfilling the criteria of validity, practicality, and effectiveness. This study uses a research and development method with reference to the nine steps of instrument development according to Retnawati, which include formulating instrument objectives, determining theory and material coverage, compiling indicators, developing test items, expert validation, revision, trial, data analysis, and assembling the final instrument. The results show that the assessment design development process was carried out according to the stages of Retnawati's model and produced six descriptive test items on the trigonometric comparison material of right triangles integrated with GeoGebra Classroom, with very high content validity (Aiken's V = 0.90 – 0.97), practicality in the practical to very practical category, and effectiveness indicated by the proportional level of item difficulty and sufficient to very good discrimination power. Based on these results, it is concluded that the developed trigonometry problem-solving skills assessment design fulfills the criteria of validity, practicality, and effectiveness. Thus, this assessment design has implications as an alternative technology-based assessment that is suitable for use in high school trigonometry learning to support visualization, exploration, and measurement of students' problem-solving skills.
Berpikir Analitis Siswa SMP dalam Menyelesaikan Soal PISA-Like Ditinjau dari Gaya Kognitif Field Independent dan Field Dependent Asiyatun Nihayah; Susanah Susanah
MATHEdunesa Vol. 16 No. 1 (2027): Jurnal Mathedunesa Volume 16 Nomor 1 Tahun 2027
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/mathedunesa.v16n1.p69-82

Abstract

Analytical thinking is a high-level thinking skill that is crucial for solving PISA questions. The 2022 PISA results show that Indonesian students' analytical thinking is still low. One factor influencing students' analytical thinking is the difference in cognitive styles, namely field-independent and field-dependent. This study aims to describe junior high school students' analytical thinking in solving PISA-like questions, based on their field-independent and field-dependent cognitive styles. The method used in this study is descriptive research with a qualitative approach. The subjects were one student with a field-independent cognitive style and one student with a field-dependent cognitive style, both of whom had equivalent high mathematical abilities and were of the same gender. The results showed that both field-independent and field-dependent students met all indicators of analytical thinking in solving PISA-like questions. At the problem-understanding stage, both field-independent and field-dependent students identified relevant or important information from the problem and explained the relationship between known and asked information. At the planning stage, both students systematically selected formulas and steps for solving the problem. At the implementing stage, both students solved the problem according to the steps they had made and explained the rationale for each step. In the retrospective stage, field-independent and field-dependent students drew conclusions from the solutions obtained according to the problem context. These findings indicate that students with field-independent and field-dependent cognitive styles who had equivalent high mathematical abilities and were of the same gender did not have an impact on their analytical thinking when solving PISA-like questions.

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