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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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Analisis Kemampuan Pemecahan Masalah Siswa Disabilitas PDD-NOS Berdasarkan Tahapan Polya dalam Menyelesaikan Soal Cerita Eksponen Putri Wahdania; Janet Trineke Manoy; Sugi Hartono
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.p83-97

Abstract

Problems Solving mathematic is generally a challenge for students with disabilities. However, in some cases, students with disabilities show good abilities in certain areas such as mathematics, this condition is known as twice exceptional, where individuals have two characteristics at once, namely disability and outstanding intelligence potential in certain areas. This study aims to analyze the mathematic problem-solving abilities of a student with a disability type Pervasive Developmental Disorder-Not Other Specified (PDD-NOS) with very good arithmetic (counting) abilities. However, theoretically, people with autism experience language and social interaction barriers, so that arithmetic abilities do not guarantee that the student is able to solve mathematical problems in the form of story problems. The method used is a qualitative single case study description. The instruments used ware written tests of exponential story problems aligned with the phase D, Grade VIII mathematics curriculum under the Merdeka Curriculum, semi-structured interview guidelines, and documentation. The instruments used are written tests of exponential story problems, semi-structured interview guidelines, and documentation. The research subject was selected purposively, namely a PDD-NOS student in grade VIII of SMP Muhammadiyah 18 Surabaya. The results indicate that despite experiencing language and social interaction barriers, the subject was able to solve exponential story problems with several limitations. This is shown based on the analysis of the subject's answer results according to the Polya stage, where the subject is able to demonstrate the ability to identify information in story problems, plan strategies with logical reasoning, perform mental calculations quickly and accurately, and show confidence in the answer even though he is unable to paraphrase the question, does not carry out the calculation steps sequentially, and does not recheck the answer results.
An Analysis of the Readiness and Challenges of Junior High School Mathematics Teachers in Implementing STEM Learning Nurjihan Nabilah; 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.p98-108

Abstract

STEM learning is seen as a relevant approach to support contextual and problem-solving-oriented mathematics learning, but its implementation in the classroom still faces various challenges. This study aims to describe the readiness and challenges of junior high school mathematics teachers in implementing STEM learning after participating in STEM training. This study used a descriptive qualitative approach involving 30 junior high school mathematics teachers in Bangkalan Regency as participants. Data were collected through narrative questionnaires filled out by teachers after the presenters delivered the material at the STEM training activity, then analyzed qualitatively to obtain an overview of the readiness and challenges of implementing STEM learning. The results show that teachers already have a basic understanding of the concept of STEM learning and demonstrate readiness at the conceptual stage and in initial planning. However, their readiness for implementation in the classroom is still limited and faces various challenges, such as difficulties in integrating STEM components into mathematics learning, limited time and infrastructure, readiness of supporting competencies, and student motivation. These findings indicate that participation in initial STEM training provides a context for the development of conceptual understanding, whereas the ongoing implementation of STEM in the classroom requires continuous guidance and institutional support so that STEM can be applied effectively and contextually in mathematics instruction
Kemampuan Berpikir Kreatif Siswa SMA dalam Mengajukan Masalah Barisan dan Deret Ditinjau dari Kemampuan Matematika Natasya Idara Christanti; 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.p141-157

Abstract

Creative thinking skills are included in 21st-century skills, Education 4.0, national education, and mathematics education goals. One of the tools to support creative thinking skills is problem-posing activities. Therefore, this study aims to obtain a description of the creative thinking skills of students with high mathematical abilities in posing sequence and series problems. Students with high mathematical abilities were selected as research subjects because they are not burdened with understanding procedural matters in problems and have the cognitive ability to explore ideas, so they are considered to have the potential to pose problems. This study used a descriptive qualitative method. Data were collected using the Mathematics Ability Test (TKM), Problem-Posing Tasks (TPM), and interviews. The TKM was intended to group students into three categories of mathematical ability: high, medium, and low. After successfully grouping based on mathematical ability, one subject with high mathematical ability was selected to be given TPM to assess their achievement of creative thinking ability indicators of fluency, flexibility, and novelty, as well as interviews to dig deeper into information not available in the written test. The results of the study showed that students with high mathematical abilities fulfilled three indicators of creative thinking abilities, namely fluency which is seen from the different attributes in the problems posed, flexibility which is seen from the two alternative solutions to the problem, and novelty which is fulfilled because students can pose two problems that are different in terms of concept and different from the questions usually given by teachers.
From Cultural Heritage to Mathematics Learning: An Ethnomathematical Exploration of Petirtaan Jolotundo Mojokerto Mochammad Reval Ardhi Yudi Prayogo; Falfa Dwika Webiatama; Rini Setianingsih
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.p125-140

Abstract

Mathematics is often perceived by students as abstract and detached from everyday experience. Integrating cultural contexts through ethnomathematics can bridge this gap by connecting mathematical ideas to local heritage. This study explores the ethnomathematical potential of Petirtaan Jolotundo (Mojokerto, Indonesia) by identifying mathematical concepts embedded in its architectural elements and transforming these findings into structured indicators for contextual mathematics problems. Employing a qualitative exploratory design, data were collected through site observations, semi-structured interviews with relevant stakeholders (i.e. the site manager and one staff member with comprehensive knowledge of the site's historical background and structural features), and documentation (photographs and field notes). Data credibility was strengthened through triangulation across methods and sources. The analysis involved categorizing salient site elements—such as the gate, stairway, stone relief structures, and water spouts—and mapping their visual/structural features to mathematical concepts. The results indicate that the gate reflects dilation (scale relationships), the stairway illustrates slope/gradient, and the reliefs and water spouts exhibit line symmetry. These ethnomathematical findings were then translated into context-based problem indicators aligned with school mathematics topics (e.g. transformation geometry, slope, and symmetry), providing a culturally responsive resource for mathematics instruction. The study suggests that cultural heritage sites like Petirtaan Jolotundo can serve as meaningful contexts for developing contextual tasks and strengthening students’ mathematical understanding through locally grounded learning materials.
Berpikir Kreatif Siswa dalam Menyelesaikan Soal Numerasi Ditinjau dari Habit of Mind Seffia Nur Azzarina; Lestariningsih Lestariningsih
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.p109-124

Abstract

Creative thinking is an essential skill that students are required to develop in the 21st century, and numeracy tasks represent one form of assessment that can be used to foster this ability. However, students’ proficiency in solving numeracy problems has not yet developed optimally, highlighting the need to identify the factors that influence it. One such factor is habit of mind. This study aims to describe students’ creative thinking across high, moderate, and low levels of habit of mind in solving numeracy problems. This study employed a qualitative approach using a case study design. The participants consisted of two eighth-grade students from SMP Negeri 40 Surabaya with different levels of habit of mind (high and low), equivalent high mathematical ability, and the same gender. The instruments used in this study included a habit of mind questionnaire, a mathematics ability test, numeracy tasks, and interviews. The data, in the form of students’ test results, were analyzed based on creative thinking indicators and supported by interview data. The findings indicate that students with a high level of habit of mind are able to generate multiple solution alternatives (fluency), apply a range of approaches (flexibility), and produce original ideas (originality). In contrast, students with a low level of habit of mind are able to demonstrate fluency and flexibility but have limited ability to produce original ideas. Furthermore, their capacity to explore solutions and consider multiple perspectives remains constrained. These findings highlight the importance of considering habit of mind as a key aspect in mathematics instruction to support the development of students’ creative thinking skills.

Page 40 of 40 | Total Record : 395

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