MATHEMA: JURNAL PENDIDIKAN MATEMATIKA

Development of Contextual Worksheet Based on Characteristics of SPLDV Material at SMP Negeri 2 Bumi Nabung

Antika Wijayanti, Selvi Loviana — Wed, 16 Jul 2025 00:00:00 +0700

Learning mathematics requires learning media that are interesting and contain contextual life history. This study aims to develop valid, practical, and contextual worksheets which contain illustrated stories (comic) with characters. This worksheet uses Systems of Linear Equations in Two Variables material. The type of research used in this study is Research and Development. The research procedure used is the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The tryout was conducted on a small-scale group involving fifteen class VIII D SMP Negeri 2 Bumi Nabung students. The results showed that the validation of material experts obtained a total average of 3.45 with the validation criterion of "Valid." The results of the media expert validation obtained a total average of 3.86 with the validation criterion of "Valid." The student response questionnaire analysis results obtained a total score percentage of 92% with the practicality criterion "Very Practical." The results of this study indicate that the worksheet developed has met the criteria and is practical, so the worksheet is suitable for use in learning.

Keywords: Development, Worksheet, Contextual, Comic

Improving Elementary Students' Understanding of LCM and GCF Through a Traditional Dakon Game

I Nyoman Bagus Pramartha Pramartha, Komang Hari Santhi Dewi — Wed, 16 Jul 2025 00:00:00 +0700

Low student ability in determining the Least Common Multiple (LCM) and Greatest Common Factor (GCF) of a number is caused by a lack of student motivation in learning. Nowadays, a learning innovation based on local wisdom is highly needed, one that is not only fun but also educates students according to their needs in the academic field. One local wisdom that can be developed is the Dakon/Congklak game. This research was also conducted to assess the validity, practicality, and effectiveness of traditional Dakon game-based media based on assessments from design experts, media experts, and learning practitioners. The research sample consisted of 40 fourth-grade students with LCM and GCF material. The method used was R&D (Research and Development) with a 4-D development model, namely define, design, development, and disseminate. The methods used to collect data in this research were questionnaires and interviews so that the data obtained would be more accurate and the resulting media would be more useful for users in the future. The results of the learning design expert review showed that the LCM and GCF learning media was categorized as very feasible (94%), the results of the learning media expert review showed that the LCM and GCF learning media was categorized as feasible (82%), the results of individual trials of the LCM and GCF learning media were categorized as very practical (92%), the results of small group trials of the LCM and GCF learning media were categorized as very practical (93%), and the results of field trials of the LCM and GCF learning media were categorized as very practical (97%). Meanwhile, the effectiveness of the development of the developed LCM and GCF learning media effectively improved LCM and GCF learning outcomes based on the results of the Wilcoxon Signed Ranks Test analysis which indicated that the median pre-test rank (Mdn = 5.00) was significantly different from the median post-test rank (Mdn = 9.00), Z = 5.540, p = 0.000. This means that it is known that Sig. 0.000 < 0.05 so there is a significant difference between the pre-test and post-test.

Keywords: mathematics, LCM, GCF, dakon, traditional games.

Meta-Synthesis: Mathematical Problem-Solving Ability Reviewed from Students’ Self-Efficacy

Tue, 22 Jul 2025 00:00:00 +0700

Mathematical problem-solving ability is essential for individuals who study mathematics. Low mathematical problem-solving ability will result in low-quality human resources. The cause of low mathematical problem-solving ability is the lack of intensity of students doing exercises to work on mathematical problems. Mathematical problem-solving ability is closely related to students' self-efficacy. This study describes self-efficacy toward mathematical problem-solving ability, especially in mathematics learning. The method used in this study is meta-synthesis in the form of a qualitative systematic study, namely by analyzing four articles relevant to the study's title. The initial steps taken are (1) determining the questions to be studied, (2) looking for articles related to self-efficacy and mathematical problem-solving ability with a period of 2019-2024, (3) screening and selecting appropriate research articles, (4) Conducting analysis and synthesis of qualitative findings, (5) implementing quality control, and (6) concluding the final results. The analysis results concluded that self-efficacy affects students' mathematical problem-solving ability. The higher the self-efficacy, the better the ability to build mathematical knowledge through problem-solving (what is known and what is asked), the ability to solve problems that arise in mathematics and other contexts, the ability to apply and use various appropriate strategies to solve problems, and the ability to observe and reflect on the process of solving mathematical problems.

Students’ Difficulties in Solving AKM Numeracy Problems in Algebra: An Analysis Based on Learning Styles

Shafa Salsabila, Endang Cahya Mulyaning Asih, Dadan Dasari — Tue, 22 Jul 2025 00:00:00 +0700

This study explores junior high school students’ numeracy skills in solving AKM-equivalent algebra problems based on their learning styles: visual, auditory, and kinesthetic. Using a qualitative case study design, nine students were selected through a learning style questionnaire and a numeracy test. Data were gathered using tests, interviews, and document analysis. The findings reveal that students with different learning styles demonstrate distinct strengths and challenges at each cognitive level (knowing, applying, and reasoning). High-proficiency students were able to solve problems across all levels, often using strategies aligned with their learning preferences. Moderate-proficiency students commonly faced difficulties in applying-level tasks due to conceptual misunderstandings, while low-proficiency students struggled across all levels, particularly with comprehension and focus. Despite these difficulties, students employed various successful strategies such as sketching, verbalizing, or imagining scenarios. The study highlights the importance of adaptive instruction that integrates learning style-based strategies. Practical recommendations are provided for educators to design inclusive numeracy instruction that enhances students’ mathematical understanding and problem-solving abilities.

The Effect of Project Based Learning on Changes in Self-regulated learning

Nadyati Putri, Febrinna Marchy, Dadan Dasari, Cut Nadia Rachmi — Tue, 22 Jul 2025 00:00:00 +0700

This study aims to examine the effect of Project Based Learning (PjBL) implementation on students' self-regulated learning in mathematics learning. Using a quasi-experimental design with Nonequivalent Pretest-Posttest Control Group Design, this study involved two classes of VIII grade students at SMP Negeri 5 Bandung. One class acted as an experimental class with the application of PjBL, while the control class used conventional learning with a scientific approach. Data were collected through pretest and posttest and attitude scale questionnaire, then processed using Mann-Whitney U nonparametric statistical test. The average N-gain of self-regulated learning in the PjBL class was 0.23, which was significantly higher than the conventional class's 0.16, according to the data. In conclusion, PjBL is effective in increasing students' self-regulated learning compared to conventional learning methods. Based on these findings, it is recommended that PjBL be implemented in the curriculum to support the development of students' self-regulated learning.

Students' Problem-Solving Abilities in Solving the PISA Test in Terms of Learning Style

Sri Indah Dwirahmasari Yudha , Abd. Qohar, Sisworo — Tue, 22 Jul 2025 00:00:00 +0700

This research applies a qualitative descriptive approach. The purpose of this research is to describe students' problem-solving abilities in solving the PISA test based on each type of learning style, namely visual, auditory, and kinesthetic. The students involved in this research were 35 students, class X from SMA Negeri 1 Kedungwaru, Tulungagung. The method of obtaining data was by using students’ answer sheets and interview results. The results obtained from this research indicate that students carry out Polya steps when solving the PISA test. Based on the characteristics of learning styles, it shows that (1) a student with a visual learning style finds it easier to write than to tell when solving the test and uses previously seen methods, (2) a student with an auditory learning style is good at speaking and able to understand information by listening to explanations from other people, and (3) a student with a kinesthetic learning style is used to practicing directly without being connected to what has previously been seen and heard. Therefore, teachers should pay attention to each type of student learning style to achieve learning goals effectively and well.

Designing Medume Media on Data Centering Materials Using Design Thinking Method

Riri Andini, I Luh Restini, Rita Lefrida — Tue, 22 Jul 2025 00:00:00 +0700

A teacher must be creative to get the attention of Generation Z students (“Gen Z”) in the learning process. One of the things that can be implemented is using media that suits the needs of student participants. In this study, the media designed is medume media and applied to data centering material.The purpose of the research is to design learning media that focuses on students' needs. The process of designing this media uses the Design Thinking method. The research sample consisted of four students from grade 8 junior high school. The sample selection was based on extreme left and extreme right criteria. This method starts from the stages of emphatize, define, ideate, and prototype. Then, it concludes with the testing stage. This research was conducted at SMP Negeri 4 Palu. It included qualitative approach. The researchers created an interactive media medume board. After the medume board was formed, it was applied in a classroom which discussed the said material. The result is that students were very enthusiastic and could understand the data concentration material quickly. In addition, the concept of data concentration becomes more concrete and easier to understand. This is because students can see the media used and interact directly with the data presented.

Matrix Material Learning Design Using Context of Bookshelf to Support High School Students Understand Concepts

Trisna Wulandari, Zulkardi, Ely Susanti, Meryansumayeka Meryansumayeka — Tue, 22 Jul 2025 00:00:00 +0700

Understanding concepts is something that students need to have because concepts in mathematics are interrelated with each other. The purpose of this study was to determine the learning design on matrix material using the concept of bookshelves (lockers) that can support the understanding of the matrix concept of high school students. The researcher designed a student activity sheet with the context of bookshelves (lockers) that are often found in the school environment that are used in learning. The subjects of the study were 35 high school students in grade XI at SMA Srijaya Negara Palembang. The research method used was design research through three stages, namely the preparation for the experiment, the design experiment, and retrospective analysis. Data collection through the results of student activity sheets and interviews. The data collected were analyzed descriptively. This study produced Hypothetical Learning Trajectory (HLT) which can support student understanding to the concept of matrices.

Can the Demonstration Method via YouTube Improve the Mathematics Learning Outcomes of Grade V Students?

Tue, 22 Jul 2025 00:00:00 +0700

The lack of skills of educators in using varied teaching methods causes low learning outcomes and a lack of active student involvement in understanding spatial and volume material in Mathematics lessons. This research aims to investigate the effect of using the demonstration method via YouTube on the Mathematics learning outcomes of class V students regarding geometric shapes and volumes. This research uses the classroom action research (PTK) method. It is hoped that the use of YouTube as an interesting and easily accessible learning media source can help students understand Mathematics concepts. The participants in this research were 25 class V students. Based on the results of quantitative data analysis, it was found that students' grades increased in each cycle. In the pre-cycle, 68% of students completed. Meanwhile, in cycle 1, 72% of students completed. Then in cycle 2 students completed 100%. From the results of these data, it can be concluded that there has been an increase in students' Mathematics learning outcomes in space and volume material using the demonstration method via YouTube Video Media.

Ethnomathematics: Exploring Traditional Games in Mathematics Learning

Lois Oinike Tambunan, Izwita Dewi, Lasker Pangarapan Sinaga — Tue, 22 Jul 2025 00:00:00 +0700

This study aims to examine ethnomathematics in traditional games, particularly among the Batak Toba ethnic group, where mathematical concepts such as geometry, number operations, relationships between lines, the concept of congruence, probability, number patterns, and speed are present. The traditional games analyzed in this study include Marsitekka, Margala, and Pocca Piring. This research employs qualitative descriptive approach,where the subjects of this research are the three types of traditional games mentioned earlier. The data collection techniques used in this study include observation, field notes, and documentation. Integrating traditional games into mathematics learning provides benefits by visualizing mathematical concepts in a tangible form, making it easier for students to understand mathematical learning.

Post-Pandemic Trends in Mathematics Education: A Bibliometric Study on the Flipped Classroom Approach (2022-2024)

Tue, 22 Jul 2025 00:00:00 +0700

Flipped classroom pedagogy has emerged as an innovative approach in mathematics education, promising to enhance student engagement, deepen conceptual understanding, and improve learning outcomes. This study aimed to map the research landscape of flipped classrooms in mathematics education from 2022 to 2024 through a bibliometric analysis of 253 publications retrieved from the ERIC database. The bibliometric analysis, using Biblioshiny, revealed a significant disparity in author productivity, with a small group of researchers contributing a disproportionate share of publications. Furthermore, the study identified key journals and analyzed the co-occurrence of keywords, revealing two major research clusters: core pedagogical themes and the integration of technology and contemporary challenges. The analysis highlighted the influence of high-impact journals, particularly those from the United Kingdom and the United States, on the field. These findings underscore the need to encourage collaboration among researchers, diversify funding sources, and promote equitable access to research publications to ensure a more inclusive and impactful research landscape in flipped classroom mathematics education.

Middle School Students' Mathematics Learning Difficulties in Function Material: A Systematic Literature Review

Aqidatul Izzah, Didi Suryadi, Jarnawi Afgani Dahlan, Mirza Aulia — Wed, 23 Jul 2025 00:00:00 +0700

This study aims to explore how the difficulties of high school students in learning mathematics, especially in functional materials. The data obtained in this study were 7 out of 22 articles and theses after going through a series of PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analysis) stages with the Systematic Literature Review (SLR) approach. The articles and theses obtained came from Google Schoolar with the help of the Publish or Perish application. Based on the studies that have been analyzed, the results are obtained that students' mathematical difficulties, especially in function, are divided into three major parts, namely difficulties in the learning process, difficulties in working on problems, and internal and external difficulties. On the other hand, there is also an anticipation to reduce the occurrence of mathematical difficulties in students, including creating a supportive learning environment from the way of teaching and educating teachers, student readiness in learning, and comfortable school environments.

Analysis of Students' Conceptual Understanding Ability on the Material on Polyhedral Shapes

Muhammad Riansyah Rian, Nurhanurawati, Undang Rosidin, Sri Hastuti Noer — Wed, 23 Jul 2025 14:31:38 +0700

This study aims to analyze the level of students' understanding of mathematical concepts systematically. The research sample consisted of thirty ninth-grade studentsof SMP Muhammadiyah 3 Bandar Lampung who were selected through purposive sampling technique. This study employs a quantitative approach, utilizing standardized tests and statistical analysis to measure and analyze the phenomenon in depth. The data used in this study include quantitative data in the form of test results that measure the level of students' understanding of mathematical concepts. Based on the results of the analysis and discussion, it was found that the level of students' understanding of mathematical concepts was still in the low category.

The Level of Creative Thinking of Prospective Mathematics Teachers in Solving Basic Geometry Problems: Analysis and Strategies

Rosita Dwi Ferdiani — Wed, 23 Jul 2025 15:15:48 +0700

Creative thinking ability is one of the most important 21st-century skills, especially in the context of problem solving. Creative thinking involves developing and combining ideas and innovative approaches to solve problems. Creative thinking is a process that occurs when someone comes up with new ideas. This study aimed to show prospective mathematics teachers’ creative thinking in solving geometry problems. The research subject is the student class 2023 A, Department of Mathematics Education, PGRI Kanjuruhan University Malang. Type study This is a qualitative study, with the instrument being the researcher, a sheet test, guidelines for interviews, and documentation. The results are one subject study meets TKBK 2, 1 subject study meets TKBK 3, 1 subject study meets TKBK 4, and 1 subject study fulfils TKBK 5. Based on the results of the interview with the subject study with TKBK 2, 3, and 4, the conclusion is that students are not yet used to understanding and learning concepts, tangible objects, or real-world situations, so that difficult to develop creative ideas in solving geometry. Therefore, to improve the creative thinking skills of prospective mathematics teachers, a) Provide Open-Ended Practice Questions, b). Use of Learning Media, c). Project-Based Learning. Suggestions for further research are the need to study the creative thinking process of prospective mathematics teachers, so they can later determine strategies for developing the creative thinking skills of prospective mathematics teachers.

Analysis of the Utilization of AI Chat GPT in the Academic Life of Prospective Mathematics Teacher Students

Muhammad Nafis Mumtaz, Iqbal Ramadani — Wed, 23 Jul 2025 15:36:03 +0700

This study aims to analyze the utilization of ChatGPT by prospective mathematics teacher students and to examine the potential risks of using ChatGPT in coursework. A case study method with a qualitative approach is employed in this research. Data is collected through a survey, which is distributed online via Google Forms to prospective mathematics teacher students. The results indicate that ChatGPT significantly enhances learning efficiency and aids in completing assignments. However, there are concerns about potential misuse and its negative impact on critical thinking skills and academic ethics. These findings highlight the need for wise usage guidelines and education regarding the ethical use of AI technology in education.

Systematic Literature Review of Mathematics Learning Strategies for Children with Special Educational Needs

Tata Rahmasari, Imam Sujadi, Diari Indriati, Farida Nurhasanah — Wed, 23 Jul 2025 15:46:36 +0700

Learning mathematics for children with special needs requires an approach that is tailored to the type and needs of each student. This literature review aims to find out about mathematics learning strategies for children with special needs. This literature study presents a literature review of mathematics learning strategies and how they are implemented, including the types of children with special needs, the topics discussed and the level of education of the children with special needs. The literature study method used was SLR (Systematic Literature Review) with the process of selecting articles for SLR referring to the PRISMA flow chart for the period 2020-2024, considering that the literature on learning strategies for children with special needs continues to grow. Data were collected from Web of Science and Scopus databases, and 10 relevant articles from 2020 to 2024 were selected and analysed. The results revealed that from the 10 literatures, it was found that learning strategies must be adapted to the type of special needs that students have. The strategies vary from video modelling, virtual manipulatives, to STEAM and inquiry-based learning, all of which aim to help children with disabilities master mathematical concepts that were previously considered difficult.

Analysis of Students’ Abilities in Solving Story Problems with an Ethnomathematics Context Based on Polya’s Steps

Raihani, Noor Fajriah, Rahmita Noorbaiti — Thu, 24 Jul 2025 09:37:48 +0700

Problem-solving ability is an important mathematical ability for finding solutions to problems. One strategy that can improve students' problem-solving abilities is by involving them in solving story problems. This study aims to analyze students' abilities in solving story problems associated with the context of ethnomathematics based on Polya's steps. Using a quantitative descriptive approach method with a focus on fifth-grade students of an elementary school in Banjarmasin City. Data were collected through test instruments and response questionnaires. The results of the study showed that the abilities of fifth-grade students of an elementary school in Banjarmasin City were included in the category of lacking in solving story problems with the context of ethnomathematics according to Polya's steps. The average score of students at the stage of understanding the problem was included in the category of less, at the stage of devise a plan was included in the category of very less, at the stage of carry out the plan was included in the category of sufficient, and at the stage of look back was included in the category of very less. Therefore, a more systematic learning strategy is needed to improve students' abilities in solving story problems with the context of ethnomathematics.

Meta-Analysis: The Effect of The Think Talk Write Learning Model on Students' Mathematics Learning Outcomes

Yunia Jumita Ningrum, Dadan Dasari, Abdul Wahab A — Thu, 24 Jul 2025 09:59:15 +0700

Students' low mathematics learning outcomes remain a major issue in education, highlighting the need for more effective and innovative instructional strategies. This study aims to explain the effect of Think Talk Write learning model on learning outcomes through the use of meta-analysis. This study presents a comprehensive meta-analysis to address the limitations of previous studies, which were largely contextual and lacked a thorough quantitative overview of the effectiveness of the Think Talk Write model on students' mathematics learning outcomes. This article quantitatively analyzes the effect of the Think Talk Write model, provides a description of the data on sample size, mean, and standard deviation, and is published in a Google Scholar indexed journal. In this analysis, mean difference, Forrest plot, and publication bias were calculated using JASP software and Excel manual calculation. The results of the analysis showed that the value of I² = 94.441 with a confidence of 0.95%. The forest plot showed a mean effect of 1.39, and the study effect size values ranged between 0.76 and 2.01. This shows that there is a significant difference between learning with the Think Talk Write model and conventional learning. In the group learning process, students who used the Think Talk Write model had better learning outcomes than students who did not use it. The analysis shows that Think Talk Write model is very important to support learning.

A Systematic Literature Review: The Role of Digital Technology in Improving Conceptual Understanding and Problem-Solving Skills

Yuanda Oktrin Lay, Inayah Wulandari, Sri Andayani — Thu, 24 Jul 2025 10:12:41 +0700

In response to the evolving demands of 21st-century education, particularly the critical need to enhance students' conceptual understanding and problem-solving skills in mathematics, the strategic integration of digital technology has become increasingly vital. This research aims to explore the role of digital technology in improving students' conceptual understanding and problem-solving skills by classifying the types of tools used in previous studies. The method employed is a Systematic Literature Review (SLR). Data were sourced from the Google Scholar database, collected, filtered, and synthesized to form an article. The results of this study indicate that digital technology plays a significant role in students' conceptual understanding and problem-solving abilities in mathematics. The digital tools and products used to enhance students' conceptual understanding in mathematics include Microsoft Teams, Microsoft Form, Nearpod, Kahoot, Construct 2, Geoshape, Miro, Teams Room, Google Docs, Quizizz, Wordwall, FlipPDF, Patt_Art, digital LKPD (Learning Activity Sheets), Digital Games-Based Learning (DGBL), and learning materials based on Internet Technology. Meanwhile, the tools and digital products used to improve students' problem-solving skills in mathematics include Liveworksheet, GeoGebra, Spreadsheet, Schoology, Edmodo, Cloud Technology (Google Docs, Google Slides, Google Drive, Google Meet, Google Classroom, and SlideShare), Desmos, Padlet, digital book media, digital LKPD, and digital games. Future research could explore more effective teaching strategies in utilizing digital technology, ensuring that it not only enhances conceptual understanding and problem-solving skills but also fosters students' independent learning.

Application of Cooperative Learning Model with TPACK in Improving Learning Outcomes of Grade 7

Anisa Meilinda Wardani, Nurul Imamah, Yanti Indah Mursyida — Thu, 24 Jul 2025 10:41:39 +0700

This study aims to improve the learning outcomes of Grade 7 students in Mathematics by applying a cooperative learning model integrated with the Technological Pedagogical and Content Knowledge (TPACK) framework. The research was conducted at SMP Negeri 5 Jember with 32 students as participants. This classroom action research was carried out in two cycles, each consisting of planning, action, observation, and reflection stages. The findings indicate that students' learning outcomes increased significantly after the implementation of the TPACK-assisted cooperative learning model. The percentage of students achieving minimum mastery criteria improved from 21.87% in the pre-cycle to 87.50% in the second cycle, representing a classical improvement of 65.63%. These results suggest that the integration of TPACK in cooperative learning effectively enhances students’ engagement and academic achievement in Mathematics.

Microlearning Effectiveness in Higher Education: A Systematic Review and Meta-Analysis of Student Retention and Learning Outcomes

Muhammad Jainuri, Kamid Kamid, Syaiful Syaiful, Nizlel Huda — Thu, 24 Jul 2025 11:04:25 +0700

The proliferation of digital technologies in higher education has necessitated innovative pedagogical approaches to enhance student retention and learning outcomes. Microlearning, characterized by short, focused learning segments, has emerged as a promising strategy for addressing contemporary educational challenges. This systematic review and meta-analysis evaluates the effectiveness of microlearning interventions in higher education settings, specifically examining their impact on student retention rates and learning outcomes from 2020-2025. Following PRISMA guidelines, we comprehensively searched multiple databases, including PubMed, Scopus, Web of Science, ERIC, and IEEE Xplore. Studies were included if they examined microlearning interventions in higher education contexts with quantitative measures of student retention or learning outcomes. Quality assessment was performed using the Newcastle-Ottawa Scale and Cochrane Risk of Bias tool. Of 2,847 initially identified studies, 42 met inclusion criteria, encompassing 15,673 participants across 18 countries. Meta-analysis revealed significant positive effects of microlearning on student retention (pooled OR = 1,87; 95% CI: 1,45-2,41; p < 0,001) and learning outcomes (standardized mean difference = 0,74; 95% CI: 0,58-0,90; p < 0,001). Subgroup analyses indicated greater effectiveness in STEM subjects when combined with mobile technologies. Heterogeneity was moderate (I² = 67% for retention, I² = 71% for learning outcomes). Microlearning significantly positively affects student retention and learning outcomes in higher education. The evidence supports its implementation as an effective pedagogical strategy, particularly in statistics education and technology-enhanced learning environments. Future research should focus on long-term retention effects and optimal design principles.

Profile of Creative Thinking of Students with Mathematical Logical Intelligence in Solving Function Composition

Rita Lefrida, Musdalifa, Sukayasa — Thu, 24 Jul 2025 11:42:14 +0700

Creative thinking in students is essential in the learning process. It can help students discover new ways to understand and solve problems. Through creative thinking, students do not merely focus on finding the correct answer but also learn to explore various possibilities and ideas. This study aims to obtain a description of students’ creative thinking profiles with logical-mathematical intelligence in solving mathematical problems, viewed from their learning styles. The focus is on how students with logical-mathematical intelligence utilize creative thinking in accordance with their individual learning styles. This research employs a qualitative approach. The research subjects are three 10th-grade high school students, each representing a combination of logical-mathematical intelligence with a different learning style: visual, auditory, and kinesthetic. Data were collected through students’ written responses and interviews. The results of the study show that at the stage of understanding the problem, subjects with logical-mathematical intelligence across all three learning styles demonstrated aspects of fluency and flexibility. At the planning stage, the visual and kinesthetic learners met all aspects of creative thinking, including fluency, flexibility, and novelty. In contrast, the auditory learner demonstrated only fluency and flexibility. At the stage of carrying out the plan, visual and kinesthetic learners again showed all aspects of creative thinking more completely than the auditory learner, who only demonstrated fluency and flexibility. However, in the reviewing stage, all subjects showed only fluency and flexibility, without the presence of novelty. These findings highlight the importance of considering students’ learning styles in developing creative thinking skills, particularly for those with logical-mathematical intelligence. An effective learning process must be designed with differentiation, taking into account students’ learning styles. With appropriate strategies, students can not only understand the material well but also fully develop their creative thinking potential at each stage of problem-solving.

Analysis of Critical Thinking Skills of Grade IX Students in Opportunity Material Reviewed from Self-Regulated Learning

Findi Auliya Fatikhah, Fitriyani, Gunawan , Ahmad, Kusno — Mon, 28 Jul 2025 11:25:51 +0700

Critical thinking skills are very important and closely related to how students manage their learning process independently. The purpose of this study is to analyze the ability to think critically on opportunity materials reviewed from self-regulated learning in junior high school students in grade IX. The method used is qualitative with a descriptive approach. The research was carried out at Putra Harapan Boarding School Purwokerto with the research subject grade IX students. The research instruments used were in the form of essay questions designed based on indicators of critical thinking ability and self-regulated learning (SRL) questionnaires. Based on the students, they are grouped into high, medium, and low categories. Respondents were taken one student from each category by purposive sampling. Data analysis includes reduction, data presentation, and Conclusions. The results of the study were that students in the high SRL category met the achievement of correct and complete critical thinking skills. Students in the SRL category are meeting the critical thinking indicators appropriately but need to emphasize the aspect of argument analysis. In contrast, low SRL students cannot achieve complete critical thinking skills.

Factors Affecting Students' Statistical Literacy Ability in Indonesia (Meta-Analysis)

Khairunnisa, Nurul Astuty Yensy — Tue, 29 Jul 2025 09:17:43 +0700

Statistical literacy is an important skill needed by students to understand data and make decisions based on accurate information. This study uses meta-analysis to identify the factors influencing students' statistical literacy skills in Indonesia. Data were collected from 19 studies conducted between 2017 and 2024. The research results indicate that the learning model, major, and school quality play important roles. In addition, internal factors such as learning styles, statistical anxiety, and levels of mathematical thinking are also very influential. These findings are expected to assist teachers and policymakers in designing more effective learning strategies to enhance statistical literacy skills in the future.