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INDONESIA
IndoMath: Indonesia Mathematics Education
Published by Universitas Sarjanawiyata Tamansiswa
ISSN : 26145103     EISSN : 26145111     DOI : http://dx.doi.org/10.30738/indomath
Core Subject : Humanities, Education,
Humanities Education
Indomath publishes theoretical or empirical studies related to specific teaching and learning in the field of Mathematics Education. Indomath received publications from teachers, lecturers, and students as well as from observers and researchers of mathematics education. The scope of scientific articles that can be published in Indomath is as follows: Mathematics Learning Model, Media Learning Mathematics Curriculum in Mathematics Teaching, Assessment and Evaluation in Mathematics Teaching, Ethnomatics in Mathematics Learning Design Didactical in Mathematics Learning Lesson Study in Mathematics Learning Single Subject Research in Mathematics Education
Arjuna Subject : Umum - Umum
Articles 72 Documents
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Review of Critical Thinking Ability as an Indicator in Solving Mathematical Problems Based on Representation Hijriani, Lailin; Siahaan, Meiva Marthaulina Lestari; Simamarta, Justin Eduardo; Salsinha, Cecilia Novianti; Mone, Ferdinandus
IndoMath: Indonesia Mathematics Education Vol 9, No 1 (2026): Vol 9 No 1, February 2026
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/indomath.v9i1.183

Abstract

This study aims to describe student’s critical thinking ability in solving mathematical problems based on the type of representation used when solving the given problems. The study was conducted in 9th grade in junior high school in Kefamenanu, Timor Tengah Utara, NTT, Indonesia. Three respondents were selected from 28 students who were given a critical thinking ability test based on the completeness of their answers and then interviewed to clarify their answers. The instruments used in this study were test questions and interview guidelines. Test data obtained, has been analyzed based on Facione's critical thinking ability indicators which include interpretation, analysis, evaluation, inference, explanation, and self-regulation. The results showed that student with symbolic representation, fulfilled 4 indicators of critical thinking ability, namely interpretation, analysis, evaluation, and inference. Which means that symbolic representation tends to support deeper critical thinking indicators than visual or verbal. Where student with visual representation fulfilled the critical thinking skills indicators, namely analysis and evaluation. Meanwhile, student with verbal representation fulfilled 1 indicator, namely interpretation.
Problem-Based Learning with Deep Learning for Mathematical Reasoning in Vocational High School Students Proborini, Ellen; Asy'ari, Fajar Husain
IndoMath: Indonesia Mathematics Education Vol 9, No 1 (2026): Vol 9 No 1, February 2026
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/indomath.v9i1.178

Abstract

Mathematical reasoning ability is an important skill that students need to have in order to analyze, compile evidence, and solve mathematical problems. The observation results show that the mathematical reasoning ability of grade XII students of SMK Wongsorejo Gombong is still relatively low. This could be caused by the application of passive learning models and less stimulation of higher-order thinking. The Problem-based Learning model is known as one of the effective learning models in maximizing reasoning and problem-solving skills. This study aims to determine whether there is a difference between the problem-based learning model with the Deep Learning, problem-based learning, and Direct learning approaches on students' mathematical reasoning abilities in mathematics lessons on geometric transformations. This study used 3 samples taken by random sampling method. The conclusion shows that the problem-based learning with Deep learning model provides better results than the problem-based learning and direct learning models, while the problem-based learning model provides better results than direct learning on students' mathematical reasoning abilities.

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