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Journal of the Indonesian Mathematics Education Society
Published by Universitas Negeri Surabaya
ISSN : 26563479     EISSN : 26567253     DOI : https://doi.org/10.26740/jimes
Core Subject : Education, Social,
Education Mathematics Social Sciences Other
Journal of the Indonesian Mathematics Education Society (JIMES) is a peer-reviewed open-access journal that publishes research and development articles in mathematics education. All submissions are reviewed through a double-blind process to ensure publication quality. JIMES is a periodical publication that publishes articles in the field of research and development of mathematics education, both research results, theory development and the results of the thoughts of practitioners working in the field of mathematics education such as lecturers, teachers, students and other experts.
Arjuna Subject : Matematika - Matematika (Lain-Lain)
Articles 33 Documents
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Exploring Junior High School Students’ Critical Thinking Processes in Problem Posing on Systems of Linear Equations in Two Variables Using GeoGebra Maulidah, Fidyah; Siswono, Tatag Yuli Eko
Journal of the Indonesian Mathematics Education Society Vol. 4 No. 1 (2026): Journal of the Indonesian Mathematics Education Society
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jimes.v4n1.p43-52

Abstract

This study aims to explore the critical thinking processes of junior high school students in posing, modifying, and validating problems involving Systems of Linear Equations in Two Variables with the support of GeoGebra. Using Ennis’s (2022) theoretical framework, the study analyzes six indicators of critical thinking: focus, reasoning, inference, contextual understanding, clarity, and overview. A qualitative descriptive case study method was employed with three eighth-grade students of varying mathematical abilities (high, medium, and low). Data were collected through a problem-posing test, observation of GeoGebra use, and semi-structured interviews. The results indicate that the high-ability student (S1) was able to appropriately modify Systems of Linear Equations in Two Variables problems with strong mathematical reasoning, supported by GeoGebra visualizations. The medium-ability student (S2) was able to change parameters but had limited understanding of the implications of those changes on the solution. Meanwhile, the low-ability student (S3) struggled to modify problems and validate solutions, even producing inconsistent systems. These findings highlight the critical role of GeoGebra in facilitating conceptual understanding of Systems of Linear Equations in Two Variables while also identifying challenges faced by students with different levels of mathematical ability. The study offers pedagogical implications for the development of technology-integrated mathematics instruction aimed at enhancing students’ critical thinking skills.
Exploring the Nexus Between Calculator Competency and Higher-Order Thinking Skills in Quadratic Functions: A Needs Analysis for Malaysian Secondary Mathematics Education Leong, Zi Jun; Ismail, Norulhuda
Journal of the Indonesian Mathematics Education Society Vol. 4 No. 1 (2026): Journal of the Indonesian Mathematics Education Society
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jimes.v4n1.p24-42

Abstract

The study investigates how scientific calculator proficiency affects Malaysian Form 4 students' Higher-Order Thinking Skills (HOTS) advancements when studying quadratic functions. The research study has become relevant because international and national educational systems now consider HOTS development as a fundamental requirement for their mathematics programs. The researchers used a quantitative correlational needs analysis framework to study 98 students who attended national secondary schools in Johor, whom they selected through stratified random sampling. The assessment process used two tools, which included a Calculator Competency Assessment (CCA) and a HOTS Proficiency Test (HPT). The students achieved calculator skills at a high level (M = 8.28/10, SD = 1.56), but their performance on HOTS assessments remained at a much lower level (M = 10.74/25, SD = 8.26). The study found a moderate positive relationship between calculator skills and HOTS performance, which showed an effect size of 0.547 and a p-value below 0.001. Calculator competency showed weak connections to two analytical tasks which needed analysis skills, according to item-level analysis results. The results show that educators who currently teach students do not use calculators as effective teaching resources which help students develop their advanced thinking skills. The results demonstrate that educational materials should connect calculator implementation with activities that require higher-order thinking skills instead of treating calculator operation as separate skills.
Integrating Collaborative Learning with Polya Problem-Solving Approach: A Model for Critical Thinking that Comprise of Pre-Service Teachers’ Factors Dookurong Dilor, Isaiah; Arthur, Yarhands Dissou; Akwertey, Emmanuel
Journal of the Indonesian Mathematics Education Society Vol. 4 No. 1 (2026): Journal of the Indonesian Mathematics Education Society
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jimes.v4n1.p1-23

Abstract

This study examined the effect of integrating collaborative learning with Polya’s problem-solving approach on pre-service teachers’ attitudes, engagement, and critical thinking skills in mathematics. Guided by a pragmatist paradigm, the study adopted a sequential explanatory experimental design. The population comprised pre-service mathematics teachers, from which a purposive sample of 390 participants was selected. Quantitative data were collected at the pretest stage using a critical thinking achievement test and structured questionnaires measuring attitudes and engagement. Both qualitative and quantitative data were collected at the posttest stage through parallel critical thinking achievement test and open-ended responses respectively for classroom-based evidence. Quantitative data were analyzed using descriptive statistics and independent samples t-tests to establish baseline differences between groups, while qualitative data were analyzed thematically following Braun and Clarke’s six-phase approach. The findings indicated that the integrated instructional approach improved pre-service teachers’ attitudes toward mathematics, increased their engagement in learning activities, and enhanced their critical thinking skills. Qualitative evidence further revealed that active collaboration, positive learning dispositions, and sustained participation supported deeper understanding and higher-order thinking. The study contributes to mathematics teacher education by demonstrating how the integration of collaborative learning with Polya’s problem-solving approach can strengthen instructional practices and foster the development of critical thinking among pre-service teachers. The findings provide empirical support for adopting integrated pedagogical strategies that promote engagement and meaningful learning in mathematics classrooms.

Page 4 of 4 | Total Record : 33

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