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Arifta Nurjanah
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ijome@untidar.ac.id
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Program Studi Pendidikan Matematika, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Tidar
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INDONESIA
Indonesian Journal of Mathematics Education
Published by Universitas Tidar
ISSN : 26543907     EISSN : 2654346X     DOI : https://doi.org/10.31002/ijome
Core Subject : Education,
Mathematics
Indonesian Journal of Mathematics Education is a scientific journal which publishes the research issues on mathematics and mathematics education, could be experiments, research and development, survey, etc. This journal is published twice a year in April and October.
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 32 Documents
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Students' Mathematical Literacy in Solving PISA Model Questions: A Case Study of Systematic and Intuitive Cognitive Style Utama, Dikey Putra; Budiarto, Mega Teguh; Masriyah
Indonesian Journal of Mathematics Education Vol. 7 No. 1 (2024): Indonesian Journal of Mathematics Education
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/ijome.v7i1.1332

Abstract

This research is a qualitative descriptive study that aims to describe the mathematical literacy of high school students with a systematic and intuitive cognitive style in solving PISA model questions. The cognitive style test, cognitive style inventory, and mathematics ability test were used to select research subjects. One student with a systematic cognitive style and one with an intuitive cognitive style were selected with equivalent mathematical abilities and the same gender. The results of the mathematical literacy test and test-based interviews were used to collect data on students' mathematical literacy. Time triangulation was used to test the credibility of the findings obtained. Data analysis techniques include data reduction, presentation, and drawing conclusions. The research results show that in formulating problems, systematic students identify the information obtained from the two questions in more detail and are more careful in understanding the questions, while intuitive students identify the necessary information to solve the problem in general. In applying problems, systematic students design and use strategies to find solutions, identifying known information from the problem first, while intuitive students create and use strategies to find solutions and solve problems using the concept of comparison. For the interpreting aspect, the two students reinterpreted the mathematical results they obtained into contextual problems, stated the truth of the answers they obtained, and provided arguments to support their answers.
The Impact of Implementing Guided Inquiry-Based Mathematics E-Worksheets Using the Blended Learning Method on Increasing Students' Critical Thinking Triyono, Ageng; Kusuma, Arie Purwa; Alghadari, Fiki; Wibowo, Teguh; Marhaeni, Nafida Hetty; Adnan, Mazlini
Indonesian Journal of Mathematics Education Vol. 7 No. 1 (2024): Indonesian Journal of Mathematics Education
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/ijome.v7i1.1391

Abstract

The development of mathematics e-worksheets focused on forming critical thinking skills for class VII students is still very minimally carried out by teachers. This research is critical to test the effectiveness of guided inquiry-based e-worksheets implemented using the blended learning method in improving students' critical thinking abilities. The type of research was a quasi-experiment with a nonequivalent pretest-post-test control group design involving two subjects: the experimental group that applied guided inquiry-based e-worksheets and the control group that used other e-worksheets. Each subject group consisted of 18 students from one of the Yogyakarta boarding schools, which became the research population. Research data came from pretest and post-test results collected using critical thinking test instruments developed based on indicators from Facione (2018). Data analysis was conducted using a paired sample t-test followed by an independent sample t-test. The results of data analysis show: (1) there is a significant difference between the pretest and post-test results in the experimental group; (2) there is a significant difference between the results of students' critical thinking tests in the experimental and control groups; and (3) the difference in increasing critical thinking skills of students in the experimental group is higher than students in the control group. These results conclude that applying guided inquiry-based e-worksheets using the blended learning method is more effective than other e-worksheets when viewed from the aspect of increasing students' critical thinking abilities.

Page 4 of 4 | Total Record : 32

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