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INDONESIA
Jurnal Riset Pendidikan Matematika
Published by Universitas Negeri Yogyakarta
ISSN : 23562684     EISSN : 24771503     DOI : 10.21831
Core Subject : Science, Education,
Decision Sciences, Operations Research & Management Education Mathematics
Arjuna Subject : -
Articles 257 Documents
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Using Reflective Thinking to Find the Best Solutions to Combinatorics Problems Mappanyompa, Buhaerah; Ahsan, Muhammad; Ibrahim, Abdullah
Jurnal Riset Pendidikan Matematika Vol. 12 No. 2 (2025): November 2025
Publisher : Fakultas Matematika dan Ilmu Pengetahuan Alam Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v12i2.84156

Abstract

This research explores the reflective thinking process in solving combinatorial problems to achieve optimal solutions. Seventy students who have taken or are taking combinatorial courses participated in this study. The research procedure includes selecting suitable participants, distributing combinatorial questions that have been tested for quality to ensure validity and reliability, and conducting tests. After the test, interviews were conducted with several randomly selected students. Data from tests and interviews were analyzed based on reflective thinking indicators. This study uses several instruments, such as the Myers-Briggs Type Indicator and the Matching Familiar Figures Test, to identify students' reflective thinking characteristics and tendencies. Data analysis includes analyzing the results, comparing the results between reflective students for each instrument, and formulating conclusions. The results showed that reflective thinking helped students evaluate their strategies, identify mistakes faster, and adjust approaches based on new understandings gained from reflection. This approach has proven effective in supporting more creative and systematic problem-solving and helping achieve optimal solutions according to research objectives.
Students' Verbal Thinking Structure in Solving Geometry Problems: Interaction Analysis on Procedural, Disputational, and Exploratory Nurrahmah, Nurrahmah; Syarifudin, Syarifudin
Jurnal Riset Pendidikan Matematika Vol. 12 No. 2 (2025): November 2025
Publisher : Fakultas Matematika dan Ilmu Pengetahuan Alam Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v12i2.84535

Abstract

This study aims to describe students' verbal thinking structure in solving geometry problems through interaction analysis in procedural, disputational, and exploratory activities. This research used a qualitative approach with a case study method, involving five grade VIII students who were selected based on their verbal communication and academic abilities. Data were collected through video recordings of group discussions, which were then transcribed and analyzed based on students' verbal interaction patterns. The results showed that in procedural activities, students tend to follow the solution steps without in-depth analysis and only exchange information instructionally. In disputational activities, there are differences of opinion and defense of arguments, which encourage students to be more critical in evaluating solutions. Meanwhile, exploratory activities allow students to ask questions, test hypotheses, and reflect more deeply on solutions. This pattern of interaction development supports Vygotsky's Zone of Proximal Development (ZPD) theory, where social interaction plays a role in promoting students' cognitive development. This finding indicates that verbal interaction in geometry learning not only helps students understand concepts, but also improves critical thinking and problem solving skills.
Path Analysis of Teachers’ Cognitive Activation and Students’ Mathematics Achievement in PISA 2022 Indonesia Earthadara, Salma Calista; Kismiantini
Jurnal Riset Pendidikan Matematika Vol. 12 No. 2 (2025): November 2025
Publisher : Fakultas Matematika dan Ilmu Pengetahuan Alam Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v12i2.84865

Abstract

PISA 2022 data show that Indonesian students’ mathematics performance remains low, with an average score of 366 and ranking 70th out of 81 participating countries. This highlights the need to identify factors influencing students’ mathematics achievement. Based on the teaching quality framework, cognitive activation is considered the most influential dimension in improving mathematics performance because it encourages students to think deeply, reason conceptually, and solve complex problems, beyond the effects of teacher support or classroom management. Previous studies mainly examined direct relationships among variables, while this study adds the mediating roles of disciplinary climate, teacher support, and proactive mathematics behavior as a form of contextual adaptation. This quantitative study used data from PISA 2022 Indonesia involving 13,439 students from 410 schools, with 12,209 students providing complete responses. Data were analyzed using a path mediation model based on structural equation modeling (SEM) with maximum likelihood estimation, and standard errors were obtained from 1,000 bootstrap samples. Model validation was conducted through confirmatory factor analysis, showing good model fit with CFI > 0.90 and RMSEA < 0.08. The results indicate that cognitive activation and gender have both direct and indirect effects on mathematics achievement through disciplinary climate and proactive behavior. Socioeconomic and cultural status also influence achievement through proactive mathematics behavior. Male students scored lower in disciplinary climate, proactive behavior, and mathematics performance compared to female students. These findings emphasize the importance of cognitively activating instruction and teacher capacity-building policies to foster disciplined, supportive learning environments that enhance students’ mathematical reasoning.
Educators’ Knowledge Transposition: the Algebra Devolution of Thinking Maudy, Septiani Yugni; Ruli, Redo Martila
Jurnal Riset Pendidikan Matematika Vol. 12 No. 2 (2025): November 2025
Publisher : Fakultas Matematika dan Ilmu Pengetahuan Alam Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v12i2.84986

Abstract

In mathematics learning, knowledge is in the form of meaning, and it is part of the transposition process so that it is situational and in the form of abstraction from the context of its use. The process begins with repersonalization (the process of mathematizing a mathematical concept as done by mathematicians) and recontextualization (provide a new mathematical context) so that it becomes knowledge that is a posteriori. The role of educators is so fundamental because it is related to the stages. This study is based on the hermeneutic phenomenology. Data collection is carried out in the form of documentation studies, observations, and reflective argumentative dialogue. The image of knowledge is collectively constructed, and the knowledge is emerged from conjoining understandings between educator and researcher. The educators’ experiences were traced from a reflective-argumentative dialogue to investigate what educators have done and what will be done in mathematics teaching practice. The researcher also examined the educators’ knowledge transposition in thinking algebraically. These were projected in three knowledge conceptions of educators' thinking process. There are at least five main issues revealed concerning knowledge for practice, knowledge in practice, and knowledge of practice. The transposition of educator knowledge becomes devolution of algebraic thinking from educators to students.
Deconstruction Cognitive Strategies: Are Students Truly Engaging in Connective Thinking or Merely Memorizing Patterns? Tasni, Nurfaida; Syukriani, Andi; Upu, Hamzah
Jurnal Riset Pendidikan Matematika Vol. 12 No. 2 (2025): November 2025
Publisher : Fakultas Matematika dan Ilmu Pengetahuan Alam Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v12i2.85490

Abstract

Connective thinking skills are an essential aspect of mathematics learning in higher education. However, students tend to rely on memorising patterns rather than developing conceptual thinking strategies, which results in failure when faced with non-routine problems. This study aims to analyse the characteristics of students' cognitive strategies and identify the factors influencing their choice of strategies. Using a qualitative approach with think-aloud techniques, in-depth interviews, and analysis of written work from undergraduate mathematics education students. The results show that students begin problem-solving through visualisation and pattern exploration, but only a few are able to perform logical generalisation. Reflection was found to be the primary trigger for the transformation of strategies from memorisation to connectivity, although there were still construction holes in the conceptual network. These findings contribute theoretically to the application of Toshio's schema and have practical implications for learning design that emphasises reflection and conceptual connectivity.
Problem-Project based Learning Model for Improving Entrepreneurship Character and Reasoning Ability of Mathematics Education Students Samsul, Putriyani; Djafar, Suarti; Nurwijaya, Sugian
Jurnal Riset Pendidikan Matematika Vol. 12 No. 2 (2025): November 2025
Publisher : Fakultas Matematika dan Ilmu Pengetahuan Alam Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v12i2.88122

Abstract

Mathematics learning has not yet integrated students’ entrepreneurial character and reasoning abilities. In response, this study aimed to develop a Problem–Project Based Learning (PPjBL) model to strengthen both aspects within the Linear Programming course. The PPjBL model was developed using the Borg & Gall research and development framework through stages of design, validation, and classroom trials. The final PPjBL syntax consists of six stages: problem orientation, organizing students for learning, guiding investigation, designing the project, implementing the project, and documenting project reports. Results from expert validation and two implementation trials showed that the model is practical and effective. The entrepreneurial character of students improved from the “start to grow” to the “being habit”. Meanwhile, mathematical reasoning ability increased in the high category, indicating progress in problem formulation, logical construction, deduction, interpretation, and generalization. These findings affirm that PPjBL serves as a transformative pedagogical framework capable of integrating cognitive reasoning and affective character development through authentic learning experiences. The model positions students as active problem solvers through engagement with real-world entrepreneurial problems. Future research may extend the application of PPjBL to other mathematical domains, emphasizing the cultivation of critical thinking, creativity, and collaboration as integrated outcomes of holistic mathematical education.
Self-Regulated Learning For Solving Mathematical Problems: A Systematic Literature Review Noor, Naili Lumaati; Stevanus Budi Waluya; Sri Adi Widodo
Jurnal Riset Pendidikan Matematika Vol. 12 No. 2 (2025): November 2025
Publisher : Fakultas Matematika dan Ilmu Pengetahuan Alam Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v12i2.89026

Abstract

As a mindset, mathematical problem-solving skills cannot be taught instantly but rather develop gradually. Meanwhile, self-regulation serves as a foundation in the learning process, encouraging increased student motivation and helping them reflect on their learning experiences. This study aims to provide a comprehensive overview of self-regulation learning for solving mathematical problems, including the role, process, and steps to improve self-regulation in solving mathematical problems. This Systematic Literature Review uses the PRISMA protocol as its implementation guide. The results show that the trend of self-regulation research in solving mathematical problems is dominated by descriptive qualitative and experimental approaches, with subjects varying from elementary school students to college students and teachers. Self-regulation has an important role in solving mathematical problems. The process of self-regulation in solving math problems involves a series of stages that help students manage their thoughts, emotions, and actions effectively. Some strategic approaches to improve mathematical problem solving through self-regulation are through the selection of appropriate learning methods, as well as monitoring learning progress and good emotional management by students. The implication of the research is to help educators understand the specific needs of students, so that self-regulation strategies can be tailored to the diverse abilities of students.

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