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Dyana Wijayanti
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Kontinu: Jurnal Penelitian Didaktik Matematika
Published by Universitas Islam Sultan Agung
ISSN : 27157326     EISSN : 26565544     DOI : 10.30659
Core Subject : Humanities, Education,
Humanities Education Languange, Linguistic, Communication & Media Mathematics
Kontinu: Jurnal Penelitian Didaktik Matematika (E-ISSN: 2656-5544) merupakan e-jurnal yang diterbitkan oleh Program Studi Pendidikan Matematika, FKIP Unissula sebanyak dua kali dalam setahun pada Bulan Mei dan November. Jurnal yang awalnya bernama Jurnal Pendidikan Matematika (2012-2016) ini mempublikasikan naskah-naskah artikel dalam bidang Pendidikan Matematika baik berupa diseminasi penelitian, telaah pustaka, maupun resensi dari buku ilmiah.
Arjuna Subject : Seni dan Humaniora - Seni dan Humaniora (Lain-Lain)
Articles 138 Documents
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Analysis of Junior High School Students’ Pseudo-Thinking Processes in Solving Problems on Exponential Numbers Nazila Khairunisa; Mubarik Mubarik; Ibnu Hadjar; Pathuddin Pathuddin
JURNAL PENDIDIKAN MATEMATIKA Vol. 10, No. 2: November 2026
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/kontinu.10.2.315-326

Abstract

This study aims to analyze the pseudo-thinking processes of eighth-grade students as they solve problems on the topic of powers. This study employs a qualitative approach using a descriptive research design. The study was conducted at a school in Palu City, with the research subject consisting of one eighth-grade student selected through purposive sampling based on test results. Data were collected through written tests and semi-structured interviews. Data validity was ensured through techniques such as extending the observation period, increasing diligence, and member checks, while data analysis was conducted through the stages of data condensation, data presentation, and drawing conclusions. The results of the study indicate that research subjects were categorized as exhibiting pseudo-correct thinking when they were able to arrive at the correct answer but were unable to provide a conceptual justification for the solution steps they used, as they relied more on their memory of previously learned procedures. The findings of this study indicate the importance of instruction that not only emphasizes procedures but also provides students with opportunities to explain the conceptual reasoning behind them, thereby fostering a deeper understanding of the concepts. Keywords: pseudo-thinking, thought processes, powers of numbers
Profile of Junior High School Students' Mathematical Abstraction in Forming the Concept of Triangles Febrina Hajiroh; Rita Lefrida; Muh. Rizal; Mubarik Mubarik
JURNAL PENDIDIKAN MATEMATIKA Vol. 10, No. 2: November 2026
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/kontinu.10.2.296-314

Abstract

This study aims to describe the profile of junior high school students' mathematical abstraction in forming the concept of triangles in terms of high, medium, and low levels of mathematical ability, based on the aspects of RBC+C, namely recognizing, building-with, constructing, and consolidation. This study uses a descriptive qualitative approach with three seventh-grade students as subjects, one student each with high, medium, and low mathematical ability, selected based on the results of a mathematical ability test. Data were collected through triangle abstraction assignments and interviews, then analyzed using the Miles and Huberman model which includes data condensation, data presentation, and drawing and verifying conclusions. The results showed that students with high mathematical ability were able to pass all aspects of RBC+C optimally, students with medium ability were able to reach all aspects but not optimally, while students with low ability experienced limitations in almost all aspects of mathematical abstraction, especially in the aspects of building-with, constructing, and consolidation. Thus, the level of students' mathematical ability significantly influences the quality of the mathematical abstraction process in forming the concept of triangles.Keywords: Mathematical Abstraction, Concept, Triangle, Mathematical Ability, RBC+C
Analysis of the Pseudo-Thinking Process of Field-Dependent 8th-Grade Students at SMP Negeri 2 Palu in Solving Pythagorean Theorem Problems wianita selviani; Mubarik Mubarik; Pathuddin Pathuddin; Alfisyahra Alfisyahra
JURNAL PENDIDIKAN MATEMATIKA Vol. 10, No. 2: November 2026
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/kontinu.10.2.327-344

Abstract

The occurrence of pseudo-thinking processes in mathematics learning remains prevalent, as many students solve problems by relying on memorized procedures rather than understanding the underlying concepts. While previous research has largely focused on error analysis or general problem-solving abilities, studies specifically examining pseudo-thinking processes among field-dependent students when solving Pythagorean theorem problems remain limited. This study aims to analyze the pseudo-thinking processes of eighth-grade students at SMP Negeri 2 Palu specifically those with a field-dependent cognitive style while solving Pythagorean theorem problems, by examining the relationship between cognitive style characteristics and pseudo-thinking processes. A descriptive qualitative approach was employed. Data were collected from a single student, purposively selected to represent the field-dependent cognitive style, using the Group Embedded Figures Test (GEFT), a Pythagorean theorem problem-solving test, and semi-structured interviews. Data analysis followed the interactive model proposed by Miles, Huberman, and Saldaña, comprising data condensation, data display, and conclusion drawing/verification. The results indicate that the field-dependent student exhibited "correct pseudo-thinking" during the planning and execution stages of the solution. This was characterized by the use of procedures based on prior learning experiences and provided examples, lacking support from deep conceptual understanding. However, during the review stage, the subject was able to verify the solution, meaning the characteristics of pseudo-thinking were no longer present. These findings demonstrate that cognitive style plays a role in shaping students' thinking processes during mathematical problem-solving and provide a basis for teachers to design instruction that accounts for students' cognitive style characteristics to enhance conceptual understanding.. Keywords: Pseudothinking, Cognitive Style, Field-Dependent, Pythagorean Theorem.
Enhancing the Mathematical Communication Abilities of Eighth-Grade Students through an Ethnomathematics-Oriented Flipped Classroom Approach Aulya Indah Callista; Dwi Laila Sulistiowati
JURNAL PENDIDIKAN MATEMATIKA Vol. 10, No. 2: November 2026
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/kontinu.10.2.%p

Abstract

The results of the preliminary survey conducted at SMP Negeri 5 Metro on August 19, 2025, indicate that the mathematical communication skills of most students are still classified as low. This condition highlights the need for research on the influence of the ethnomathematics-based flipped classroom learning model on the mathematical communication skills of eighth-grade students at SMP Negeri 5 Metro. This study uses a quasi-experimental method with a posttest-only control group design, involving an experimental class with ethnomathematics-based flipped classroom learning and a control class with conventional learning. Data collection techniques were carried out through mathematical communication ability tests, observation, and documentation. Data analysis was conducted through prerequisite tests such as normality and homogeneity tests, followed by hypothesis testing using the t-test. The research results showed that the average score of students in the experimental class was 89.33, higher than the control class at 78.48. The hypothesis testing showed a significance value of 0.002<0.05, so H_0 is rejected and H_1 is accepted. Based on these results, it can be concluded that there is a significant difference in mathematical communication skills between students who participate in ethnomathematics-based flipped classroom learning and those who follow conventional learning, indicating that this model is effective for use in mathematics education. Keywords: ethnomathematics, flipped classroom, mathematical communication.
The Effect of Self-Regulated Learning On Students’ Critical Thinking Skills In PISA Mathematic Questions Siti Nur Aisyah; Dian Nopitasari; Prahesti Tirta Safitri
JURNAL PENDIDIKAN MATEMATIKA Vol. 10, No. 2: November 2026
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/kontinu.10.2.%p

Abstract

The purpose of this study is examining self-regulated learning's effect on students' critical thinking skills in solving PISA-based math problems. The method used quantitative, especially an ex post facto research of 10th-grade students of SMAN 4 Kota Tangerang as the subject, with a sample of 76 students selected through the simple random sampling technique. Data were collected from questionnaires and essay questions. Data analysis was conducted with a simple linear regression test that met the classical assumptions. The hypothesis resulted in a value of 2,636 (tcalculated)>1,667 (ttable) with a significance value of 0,010 < 0,05 indicating of positive and significant effect between self-regulated learning and students’ critical thinking skills on PISA mathematics questions with an effect of 8,6% and the remaining variation is attributed to other factors such as basic mathematical skills, mathematical literacy, instructional models and methods, the learning environment, and student’s experience in solving contextual mathematics problem.
Mathematics Learning Barriers and Collaborative Support in an Inclusive Classroom: A Case Study at a Junior High School in Kudus Munazilatud Dhofiroh; Naili Luma’ati Noor
JURNAL PENDIDIKAN MATEMATIKA Vol. 10, No. 2: November 2026
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/kontinu.10.2.%p

Abstract

Research on inclusive mathematics education has often examined instructional barriers and individual forms of support separately, while the coordination of support around a student with a physical disability remains less clearly described. This study aims to describe the mathematics learning barriers experienced by a student with a physical disability in an inclusive classroom and to analyze collaborative support from the teacher, parents, and peers in addressing these barriers. The study employed a descriptive qualitative approach with a case study design at an inclusive junior high school in Kudus. Data were obtained through observation, an interview with a teacher, and documentation. Data trustworthiness was examined through credibility, transferability, dependability, and confirmability, while data were analyzed using the Miles and Huberman model, which includes data reduction, data display, and conclusion drawing and verification. The findings show that the student experienced mathematics learning barriers related to mobility, motor activities, visual access, conceptual understanding, assessment, and social participation. Teacher support was reflected in learning assistance, seating arrangements, and emotional reinforcement. Parental support included transportation, support for daily needs, and informal communication with the teacher. Peer support included mobility assistance, motivation, and social acceptance. The findings indicate that purposeful collaborative support is needed to reduce mathematics learning barriers and strengthen the student’s participation and independence in an inclusive classroom. Keywords: mathematics learning barriers, inclusive classroom, collaborative support, mathematics learning, student with a physical disability.
Development of POBI Interactive Learning Media Based on Articulate Storyline 3 on Arithmetic Sequences and Series for Junior High School Students Shanty Ayu Larasati; Jamaliatul Badriyah; Anita Dewi Utami
JURNAL PENDIDIKAN MATEMATIKA Vol. 10, No. 2: November 2026
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/kontinu.10.2.%p

Abstract

Mathematics instruction still relies heavily on conventional teaching methods dominated by lectures, which results in low student engagement in the learning process and poor delivery of the material. One area of mathematics that requires instructional innovation is arithmetic sequences and series, as the material is quite complex and requires students to think logically to identify patterns. However, there is currently no interactive learning media specifically designed for this topic. Based on this problem, the researcher aims to develop a valid, practical, and effective POBI interactive learning media based on Articulate Storyline 3 for arithmetic sequences and series for eighth-grade junior high school students. This study employed the Research and Development (R&D) method using the ADDIE model. The test subjects consisted of 32 eighth-grade students at State Junior High School 8 Malang. The research instruments used included a final achievement test, student and teacher response questionnaires, and a validation sheet. The results showed that the POBI media was deemed highly valid with a validity rate of 89.85%. The practicality of the media, as assessed by teacher responses (90%) and student responses (90.5%), was classified as highly practical. In contrast, its effectiveness, as measured by the percentage of students meeting the minimum competency standard (KKM) on the final proficiency test, reached 90.62%. This study concludes that the POBI media is suitable as an alternative solution in the innovative mathematics learning process, providing a learning experience that engages students and helps them understand the material on arithmetic sequences and series. Keywords: Interactive Learning Media, Articulate Storyline 3, Arithmetic Sequences and Series, POBI
Enhancing Pre-Service Mathematics Teachers’ English Mathematical Communication through AI-Assisted Differentiated Instruction: An Explanatory Sequential Mixed-Methods Study Sri Rejeki; Rini Setyaningsih; Christina Kartika Sari; Syahara Dina Amalia; Gemma F. Quintana
JURNAL PENDIDIKAN MATEMATIKA Vol. 10, No. 2: November 2026
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/kontinu.10.2.%p

Abstract

English mathematical communication is a required competence for pre-service mathematics teachers in the era of global education. However, many students have trouble expressing mathematical thinking in English academic language. The purpose of this study was to examine the impact of AI-assisted Differentiated Instruction (DI) on the English mathematical communication of pre-service mathematics teachers and to investigate students’ learning experiences throughout the intervention. An explanatory sequential mixed-methods design was utilized. 21 pre-service mathematics teachers participated in the study. The quantitative data were analysed using the Wilcoxon Signed-Rank Test, effect size, and N-gain analysis. Additionally, qualitative data were collected through semi-structured interviews with six purposively selected participants and were analysed using thematic analysis. The quantitative results revealed a statistically significant improvement in English mathematical communication (Z = 2.385, p = 0.017) with a large effect size (r = 0.52) after the intervention. However, the N-gain analysis results showed low gains in all dimensions of communication, with the least gain in communicating the problem-solving steps. In qualitative findings, generative AI was conducive to reflective mathematical communication, while DI alleviated communication anxiety by catering to different readiness levels, interests, and learning styles. However,  limited English mathematical vocabulary remained a challenge. Keywords: AI-assisted learning, differentiated instruction, English mathematical communication skills

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