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Tatag Yuli Eko Siswono
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Journal of Mathematical Pedagogy (JOMP)
Published by Universitas Negeri Surabaya
ISSN : 27157466     EISSN : 27157458     DOI : https://doi.org/10.26740/jomp.v5n1
Core Subject : Education, Social,
Education Mathematics Social Sciences Other
The aim of the Journal of Mathematical Pedagogy (JOMP) is to provide an international forum for the sharing, dissemination and discussion of research, experience and perspectives across a wide range of education, teaching, development, instruction, educational projects and innovations, learning methodologies and new technologies in mathematics education. The JoMP invites authors to submit high-quality manuscripts resulted from a research project in the scope of mathematics education, which includes, but is not limited to the following topics: 1. Pedagogical issues in mathematics instruction, 2. Mathematics teacher knowledge and beliefs, 3. Assessment in mathematics education, 4. ICT in mathematics teaching/learning, 5. Social and cultural dimension of mathematics education,
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 5 Documents
 1 
Search results for , issue "Vol. 6 No. 1: December 2024" : 5 Documents clear
Exploring Students’ Creative Thinking Process in Solving Triangle Problems Assisted by GeoGebra Kartikawati, Wahyu; Siswono, Tatag Yuli Eko
Journal of Mathematical Pedagogy (JoMP) Vol. 6 No. 1: December 2024
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jomp.v6n1.p1-13

Abstract

The study aims to describe student’s creative thinking process in solving triangle problems using GeoGebra. This qualitative approach involved six students selected from 28 students in grade 8 based on the case categories of student’s abilities namely high mathematical abilities (HMA), medium mathematical abilities (MMA), and low mathematical abilities (LMA). Data collection techniques were conducted through mathematical ability tests (MAT) to determine research subjects, creative thinking tests assisted by GeoGebra to determine students’ creative thinking processes, and interviews. The data analysis technique uses indicators of creative thinking stages according to Siswono, and data reduction from interviews to explore student’s creative thinking processes. The research results show that student’s creative thinking processes at the stages of synthesizing ideas, generating ideas, planning the implementation of ideas, and implementing ideas have different processes at each ability level. At the stage of synthesizing ideas, all students synthesize their ideas by combining the knowledge they have, both from everyday life and during classroom learning. All students were able to mention the information contained in the questions. LMA had difficulty relating the information in the questions to daily life and learning experiences in class, but HMA and MMA were able to relate it smoothly. At the idea-building stage, HMA and MMA can come up with two ideas for solutions using GeoGebra, while LMA can only come up with one idea. At the stage of planning to implement the idea, HMA and MMA had other ideas for solving the problem, but LMA only had one idea for solving it. At the stage of applying ideas, HMA and MMA can show two different answer ideas, while LMA can only show one answer idea. HMA was able to solve questions using GeoGebra smoothly, but MMA and LMA were less fluent, all subjects checked their answers again, HMA and MMA were confident in their answers, but LMA was less confident in their answers.
Problem Solving Process of AKM Algebra Content in Junior High School Students Reviewed from Extrovert and Introvert Personality Types Purnamasari, Dewi; Ismail
Journal of Mathematical Pedagogy (JoMP) Vol. 6 No. 1: December 2024
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jomp.v6n1.p14-25

Abstract

This study aims to describe the problem-solving process of AKM algebra content in junior high school students with extrovert and introvert personality types. This study is a descriptive-qualitative study conducted in class VIII of junior high schools in Sidoarjo Regency. The subjects in this study consisted of 2 students with equal mathematical abilities, namely 1 extrovert student and 1 introvert student. The research instruments were in the form of MBTI personality type questionnaires, TPM AKM questions, and interview guidelines. Data analysis techniques were carried out through the stages of data reduction, data presentation, and drawing conclusions. The results of the study showed that the problem-solving process of AKM extrovert students in understanding problems was to use symbols and not write to state what was asked, while introvert students used symbols and wrote to state what was known and what was asked. In the step of making a plan, extrovert and introvert students can consider the strategies used in solving the problem. In the step of implementing the plan, extrovert and introvert students use the chosen strategy to solve the problem. In implementing the plan, introvert students check all steps repeatedly while extrovert students check only part of the steps. Then, in the review step, extroverted students only rechecked some of their solutions, while introverted students rechecked all of their solutions. Finally, the results of this study can provide information for teachers as consideration and input so that they can develop students' problem-solving processes during learning.
Collaborative Problem-Solving Skills of Heterogeneous Groups on Statistics Material Assisted by Microsoft Excel Wuri Indah Murwaningsih; Tatag Yuli Eko Siswono
Journal of Mathematical Pedagogy (JoMP) Vol. 6 No. 1: December 2024
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jomp.v6n1.p26-36

Abstract

Collaboration is an important skill in the 21st century. This qualitative research is to describe the collaborative problem-solving ability of heterogeneous groups of statistics material assisted by Microsoft Excel. This research is a case study of 2 high and low math ability VIII grade students who were paired into one group in solving statistical problems with Microsoft Excel. The instruments used were math ability tests, problem solving tests, and interviews. Data were analyzed by data reduction, data presentation, and conclusion drawing based on collaborative problem solving ability indicators. The results showed that high mathematics ability students can provide ideas in determining the solution strategy, find Microsoft Excel-assisted solutions, and help low mathematics ability students so that they dominate in the problem solving process. However, low math ability students tend to follow the ideas of high math ability students. There were discussion activities, information sharing, and task sharing in the problem solving process. Therefore, for teachers to improve collaborative solving skills, especially for low math ability students and consider all effective strategies in solving problems.
Enhancing Higher Order Thinking Skills Among Elementary Students: A Classroom Action Research on Teaching Fractions Lucy, Lucy Asri Purwasi; Anjelina, Putri Natasya Monalisa; Haryono, Evanni Daniswara
Journal of Mathematical Pedagogy (JoMP) Vol. 6 No. 1: December 2024
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jomp.v6n1.p37-49

Abstract

The aim of this research is to see how the implementation of HOTS-oriented learning can improve the mathematics learning outcomes of fifth grade elementary school students. The research method used was Classroom Action Research (PTK), with the research subjects being class V.b students at SD Negeri 16 Lubuklinggau, totaling 24 people, consisting of 9 men and 15 women. Data collection techniques use tests, observation and documentation. The data analysis techniques used are qualitative descriptive and quantitative descriptive. This research consists of three cycles and each cycle consists of four stages, namely planning, implementing actions, observing and reflecting. The results of this research show that the mathematics learning outcomes of class V students at SD Negeri 16 Lubuklinggau City have improved through the implementation of HOTS (Higher Order Thinking Skills) oriented learning. This is shown through the students' average scores, during the Pre-Cycle the average Pre-test score obtained by students was 42.91, Cycle 1 the Post-test average score was 53.95, Cycle 2 the Post-test average score was 69.58, Cycle 3 Post-test average score 79.58. Therefore, it can be concluded that the implementation of HOTS-oriented learning can be used as an effort to improve the quality of learning in order to form a higher level of thinking in students.
Creative Thinking Process of Prospective Teacher Students Based on Cognitive Style in Solving Contextual Problems Suprapti, Endang; Siswono, Tatag Yuli Eko; Manuharawati; Wijaya, Armeria
Journal of Mathematical Pedagogy (JoMP) Vol. 6 No. 1: December 2024
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jomp.v6n1.p50-59

Abstract

This study aims to explore the creative thinking processes of prospective elementary school teacher students in solving contextual mathematical problems based on their cognitive styles. Using a qualitative descriptive approach, two students were selected through purposive sampling: one with a field independent (FI) cognitive style and high self-efficacy, and the other with a field dependent (FD) cognitive style and low self-efficacy. Data were collected through task-based tests and in-depth interviews, then validated and analyzed based on the stages of creative thinking: synthesizing ideas, building ideas, planning the implementation of ideas, and implementing the ideas. The results revealed notable differences in the creative thinking processes of the two subjects. The FI student exhibited fluency, flexibility, and novelty by generating multiple correct solutions through diverse strategies. In contrast, the FD student faced challenges in synthesizing ideas, relying on a single strategy, and producing only one correct solution. These findings highlight the significant impact of cognitive style on creative mathematical thinking and underscore the importance of tailored instructional approaches to support diverse cognitive profiles.

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