Bahasa Inggris

Computational thinking skills are systematic ways of thinking that involve formulating a problem, deconstructing the problem, and communicating the solution. The development of students\u27 computational thinking ability is significant; therefore, knowing the obstacles is essential. The purpose of this research is to find out students\u27 learning obstacles in computational thinking. This qualitative research uses a phenomenological approach that describes the meaning of certain concepts related to life experiences for some individuals. The population in this study is one of the high school class XI in Bulukumba district. The subjects in this study were three students in the high, medium, and low categories. Data collection techniques in this study used the following instruments: 1) math test question instrument, 2) interview. The results of this study are (1) ontogenical obstacle in the form of students having difficulty in making models (abstraction stage) because they are wrong in capturing information and do not understand in making mathematical models, (2) epistemological obstacle in the form of students having difficulty in solving problems because the problems given have never been encountered, and (3) didactical obstacle in the form of not understanding the correct writing of permissiveness, this is due to the absence of emphasis on correct permissiveness during learning. This research is expected to help teachers overcome students\u27 computational thinking obstacles

Design research on developing primary students’ conceptual understanding of area through visual-spatial activities

This study examines how primary students develop a conceptual understanding of composite shapes, a topic that many learners find challenging beyond the routine use of formulas. The research was motivated by the persistent issue that instruction in the area in elementary classrooms is often procedural and does not sufficiently foster reasoning about spatial structure, decomposition, and measurement. This study employed a Design Research approach in a sixth-grade classroom (n = 6 students) to iteratively develop and test a Hypothetical Learning Trajectory (HLT) for the learning area of composite shapes through visual-spatial and puzzle-based activities. Data were collected through a pre-test, two instructional activities (Activity 1 and Activity 2), classroom observations, and a post-test. Data were analyzed qualitatively through retrospective analysis aligned, with HLT, supported by descriptive coding of students’ strategies, triangulation of written work, and teacher field notes. Findings indicate that students shifted from purely visual recognition toward more analytical strategies, such as partitioning, conservation, transitivity, and additivity, which emerged during instruction. The results suggest that structured visual-spatial tasks grounded in a realistic context effectively bridge abstract area concepts and classroom practice, informing future instructional design in elementary geometry

Analisis Kesalahan Siswa dalam Menyelesaikan Soal Eksponen Menggunakan Prosedur Newman

Exponents constitute a fundamental concept essential for understanding advanced mathematical topics such as logarithms, geometric sequences, and compound interest. However, many students continue to experience difficulties in solving exponent-related problems. This qualitative descriptive study aims to analyze the types of errors made by tenth-grade students when solving exponent problems using Newman’s procedure and to investigate the factors contributing to these errors. The participants were 23 students from Madrasah Aliyah Negeri (MAN) Insan Cendekia Siak in the 2024/2025 academic year. Data were collected through written tests and interviews, then analyzed by organizing and categorizing students’ errors according to Newman’s five stages. The results show that 12% of students committed reading errors due to inaccuracies in interpreting the questions, while no comprehension errors were identified. Transformation errors were the most common (49%), primarily due to students’ difficulties in constructing appropriate mathematical models. Process skill errors accounted for 21%, primarily due to computational mistakes, and encoding errors represented 18%, arising from students’ inability to use the provided information effectively. These findings deepen the understanding of students’ patterns of error in exponent problems and imply the need for more targeted instructional strategies, especially those that strengthen mathematical modeling and procedural accuracy.Eksponen adalah konsep dasar untuk memahami topik-topik tingkat lanjut seperti logaritma, urutan geometris, dan bunga majemuk. Namun, banyak siswa yang masih kesulitan dalam menyelesaikan soal eksponen. Penelitian ini bertujuan untuk mendeskripsikan kesalahan siswa dalam menyelesaikan soal eksponen. Penelitian ini menggunakan metode kualitatif yang melibatkan 23 siswa kelas sepuluh MAN Insan Cendekia Siak tahun ajaran 2024/2025. Teknik pengumpulan data menggunakan tes tertulis dan wawancara. Analisis dilakukan dengan menggunakan pendekatan kualitatif deskriptif dengan mengorganisasikan dan mengelompokkan jenis kesalahan siswa sesuai dengan prosedur Newman. Hasil penelitian menunjukkan bahwa 12% siswa melakukan kesalahan membaca karena ketidaktepatan dalam menginterpretasikan pertanyaan. Tidak ada kesalahan pemahaman yang teridentifikasi. Kesalahan transformasi adalah yang paling umum (49%), terutama karena kesulitan siswa dalam membuat model matematika yang sesuai. Kesalahan keterampilan proses muncul pada 21% jawaban, yang diakibatkan oleh kesalahan komputasi. Kesalahan pengkodean terjadi pada 18% kasus, yang disebabkan oleh ketidakmampuan siswa untuk menggunakan informasi yang diberikan secara efektif. Temuan ini diharapkan dapat meningkatkan pemahaman tentang kesalahan siswa dan mendukung pengembangan strategi pembelajaran yang lebih efektif untuk meminimalkan kesalahan tersebut

Kemampuan Berpikir Kritis Siswa SMP dalam Menyelesaikan Masalah Geometri

This study aims to describe the critical thinking skills of junior high school (SMP) students in solving geometry problems. A descriptive qualitative approach was used, involving six eighth-grade students selected through purposive sampling. The subjects consisted of two students from each category of mathematical ability: high (  & ), medium (  & ), and low (  & ). The six students were selected based on their performance in the written test and their verbal communication skills, as observed during the pre-research phase, to ensure a more accurate representation of the population. Data were collected through written tests consisting of two essay questions and semi-structured interview guidelines developed based on Facione’s critical thinking indicators: interpretation, analysis, evaluation, and inference. The research data collected were written test results and interviews, which were then analyzed based on critical thinking indicators. The results showed that interpretation was the indicator most easily achieved by all subjects, analysis was optimally achieved only by students with high mathematical ability, while evaluation and inference were the most difficult indicators to fulfill. The study concludes that students’ critical thinking skills in solving geometry problems are generally low, primarily because of insufficient mastery of the underlying material.Penelitian ini bertujuan untuk mendeskripsikan kemampuan berpikir kritis siswa Sekolah Menengah Pertama (SMP) dalam menyelesaikan masalah geometri. Pendekatan yang digunakan adalah kualitatif deskriptif dengan subjek enam siswa kelas VIII yang dipilih secara purposive sampling, terdiri dari dua siswa pada masing-masing kategori kemampuan matematis tinggi (T1 & T2), sedang (S1 & S2), dan rendah (R1 & R2). Instrumen pengumpulan data dilakukan dengan tes tertulis dan pedoman wawancara yang disusun berdasarkan indikator berpikir kritis menurut Facione, yaitu interpretasi, analisis, evaluasi, dan inferensi. Hasil penelitian menunjukkan bahwa interpretasi merupakan indikator yang paling mudah dicapai oleh seluruh subjek, analisis hanya dicapai secara optimal oleh siswa berkemampuan tinggi, sedangkan evaluasi dan inferensi menjadi indikator yang paling sulit dipenuhi. Dapat disimpulkan bahwa kemampuan berpikir kritis siswa dalam menyelesaikan masalah geometri masih tergolong rendah hal itu disebabkan oleh kurangnya penguasaan konsep materi

Enhancing learners\u27 mathematics achievement by using a gamified flipped classroom instructional strategy

Flipped learning is an educational approach that inverts the traditional teaching pattern by giving pupils access to learning materials before class, while using classroom time to deepen their understanding. However, few studies investigate whether low-basic learners possess the readiness and digital literacy to benefit from this approach. Hence, this study examined the impact of implementing a Gamified Flipped Classroom Instructional Strategy on enhancing mathematics achievement among lower primary learners in Ilorin West Local Government Area of Kwara State, Nigeria. Employing the pre and posttest control group in line with a quasi-experimental design, 74 learners from two private primary schools participated in the research. This study employed three validated research instruments: the Mathematics Achievement Test (MAT), the Guide for Gamified Flipped Classroom Instructional Strategy (GGFCIS), and the Guide for Control Group (GCG). The MAT instrument demonstrated a reliability coefficient of 0.74 using the test-retest method. Two hypotheses were evaluated by using Analysis of Covariance (ANCOVA) at a 0.05 significance level. Results indicated a significant positive effect of the gamified flipped classroom instructional strategy on learners\u27 academic achievement in mathematics. However, no significant interaction between treatment and gender was found. The study concluded that regardless of gender, the instructional strategy improved the academic achievement of lower basic learners in mathematics. The study recommended that primary school teachers undergo training in using the gamified flipped classroom instructional Strategy for teaching mathematics to lower basic primary learners, as it promotes academic success while encouraging parental involvement in learners\u27 learning

Analisis Komparatif Penyajian Buku Teks Matematika Indonesia dan India Materi Lingkaran untuk Sekolah Tingkat Menengah

Students\u27 understanding of the concept of circles is still low, which can be influenced by differences in presentation in textbooks between countries and curriculum. Therefore, this study aimed to analyze by comparing the material and questions on the topic of circles in Indonesian and Indian mathematics textbooks in terms of facts, concepts, principles, cognitive levels, PISA framework, and problem-solving questions. This study was conducted using a descriptive-comparative method with a qualitative approach. The objects of this study were Indonesian mathematics textbooks Merdeka Curriculum for grade XI and Curriculum 2013 for grade VIII, as well as Indian mathematics textbooks for grade X. The results showed that the three books had different focuses in delivering the material. Indian books emphasized formal proofs and geometric visualizations and included exploratory activities based on practice. Indonesian books, Curriculum 2013, focused more on contextual activities and gradual discovery of concepts, while Merdeka Curriculum books emphasized conceptual understanding through an exploratory and reflective approach. The questions in the Merdeka Curriculum book are more cognitively diverse, in line with the PISA framework and Polya\u27s problem-solving stages. This finding is essential for developing adaptive textbooks that support higher-order thinking and 21st-century mathematical literacy.Tujuan penelitian ini adalah untuk menganalisis dengan membandingkan materi dan soal materi lingkaran dalam buku teks matematika Indonesia dan India dilihat dari aspek fakta, konsep, prinsip, level kognitif soal, framework PISA, dan soal pemecahan masalah. Penelitian ini dilakukan dengan metode deskriptif-komparatif dengan pendekatan kualitatif. Objek penelitian ini adalah buku teks matematika Indonesia Kurikulum Merdeka dan Kurikulum 2013, serta buku teks matematika India. Hasil penelitian menunjukkan bahwa ketiga buku memiliki fokus yang berbeda dalam penyampaian materi. Buku India cenderung menekankan pada pembuktian formal dan visualisasi geometris, serta menyertakan aktivitas eksploratif berbasis praktik. Buku Indonesia Kurikulum 2013 lebih menitikberatkan pada aktivitas kontekstual dan penemuan konsep secara bertahap, sementara buku Kurikulum Merdeka mengedepankan pemahaman konseptual melalui pendekatan eksploratif dan reflektif. Temuan ini mengindikasikan adanya perbedaan penyajian yang dapat menjadi dasar pertimbangan dalam pengembangan buku teks yang adaptif terhadap kebutuhan peserta didik

The effect of PMRI assisted by augmented reality on circle for students’ problem-solving ability

Mathematical problem-solving ability among students remains low in conventional learning environments. The integration of Augmented Reality (AR) into the Indonesian Realistic Mathematics Education (PMRI) approach facilitates visualization of abstract concepts and promotes contextual learning. This study analyzes the effect of PMRI-based circle learning assisted by AR on students\u27 problem-solving abilities. A quantitative approach was employed using a One Group Pretest pretest-posttest design with 35 eleventh-grade students from SMA Srijaya Negara Palembang. Data were collected through a mathematical problem-solving test based on Polya\u27s four stages: understanding the problem, devising a plan, carrying out the plan, and looking back, administered before and after the intervention. The Shapiro–Wilk test indicated that the data were normally distributed (pretest = 0.084; posttest = 0.309, both > 0.05). Paired sample t-test analysis revealed a pretest mean score of 19.37 and a posttest mean score of 66.51, with a mean difference of 47.14. The t-test result (t = -23.053, Sig. (2-tailed) < 0.001) indicated a significant difference between pretest and posttest scores. These findings demonstrate that the PMRI-based learning design assisted by AR is effective in improving students\u27 problem-solving abilities through contextual learning experiences and interactive visualization. The results suggest that integrating PMRI with Augmented Reality in circle learning represents an effective instructional innovation for enhancing students\u27 problem-solving abilities

Development of instruments of higher order thinking skills (HOTS) for phase D students

This research aims to develop test instruments for Higher Order Thinking Skills (HOTS) that are validated, reliable, and possess excellent discrimination power, as well as appropriate levels of difficulty. These tools are intended to boost the advanced thinking abilities of students at phase D. According to the Organization for Economic Cooperation and Development (OECD) report on December 5, 2023, which analyzed the 2022 Program for International Student Assessment (PISA) scores in mathematics, including HOTS questions, there has been a notable worldwide decline. Specifically, Indonesia ranked 68th, with a math score of 379. The focus of this study is on developing HOTS test tools that address topics such as relations, functions, linear equations, and systems of two-variable linear equations, drawing from the AKM (Minimum Competency Assessment) and HOTS mathematics question books. The HOTS questions are designed to encompass cognitive levels C4 (analyzing), C5 (evaluating), and C6 (creating), following the revised Bloom\u27s Taxonomy by Krathwohl and Anderson. As highlighted by the Ministry of Education, Culture, Research, and Technology (2022), the development of HOTS questions must include elements such as (1) incorporating stimuli and (2) presenting new contexts within the material or question formulation. The questions are constructed in essay format, adhering to standards for validity and reliability, as well as optimal difficulty and discrimination levels. This study employs a development model comprising two phases: the preliminary phase, which involves analysis and design, followed by the formative evaluation phase, encompassing self-evaluation, expert review, one-on-one sessions, small group interactions, and field tests. The outcome of this study produced 17 valid questions with a reliability coefficient of 0.848; 14 questions exhibited strong discrimination power, and 3 demonstrated adequate discrimination power, with all 17 HOTS questions classified in the medium difficulty range

Research trends in mathematical literacy and self-regulated learning: A scoping review using bibliometric analysis

Mathematical literacy and self-regulated learning (SRL) are essential competencies for students\u27 success in mathematics. However, research on their intersection remains fragmented, lacking a comprehensive overview of trends, key themes, and influential contributions. This study used Google Scholar and Publish or Perish to conduct a scoping review and bibliometric analysis of mathematical literacy and SRL research from 2009 to 2023. The analysis included publication trends, citation patterns, co-word analysis, and collaboration networks. The findings showed a significant increase in research after 2015, with peaks in publications in 2021 and 2022. Key themes include cognitive strategies, motivation, pedagogical approaches, technological integration, and assessment methods. The most cited works emphasize SRL\u27s role in problem-solving, metacognition, and technology-enhanced learning. Collaboration networks indicate that research is dominated by North American, European, and Australian institutions, with limited contributions from developing regions. The study suggests expanding AI-enabled SRL research, teacher professional development, and culturally diverse frameworks to enhance mathematical literacy instruction globally. These insights contribute to advancing evidence-based instructional models that integrate Technology, self-regulation, and mathematical reasoning to improve learning outcomes

How students with masculine and feminine genders solve circle problem: A commognitive perspective

Cognitive is the way students communicate their thinking processes in problem-solving. In solving problems, it is not only influenced by their thinking process, but other factors can affect it, such as gender differences. One of the subjects that can demonstrate students\u27 cognitive abilities is the topic of circles. This study aims to determine students\u27 cognitive abilities in solving circle problems from the perspective of masculine and feminine gender. The type of this research is exploratory research with a qualitative approach. This research was conducted in the 11th grade at SMA Negeri 1 Torue. The subjects in this study consist of one male student and one female student. After determining the research subjects, they were given a circular task. In addition, interviews were conducted while the subjects completed the task. The data analysis techniques used in this study are data condensation, data presentation, and conclusion drawing. The results of this study indicate that female students can solve circle problems by expressing all cognitive aspects in detail, neatly, clearly, and correctly. Meanwhile, when solving circle problems, male students express all cognitive aspects briefly and correctly