Beta: Jurnal Tadris Matematika

Bridging knowledge and practice: Prospective mathematics teachers’ analysis of student worksheet

Rini Sulastri , Rahmah Johar, Said Munzir — Tue, 25 Nov 2025 00:00:00 +0000

[English]: Understanding students' difficulties in solving mathematics problems is crucial for effective teaching. This study aims to determine the ability of prospective mathematics teachers to analyze students' work in solving PISA problems and identify the types of assistance recommended to overcome students' difficulties. Using a descriptive qualitative design within a case study framework, the research subjects consisted of two prospective mathematics teachers from a university in Aceh, who had good knowledge in answering PISA problems. Data was collected through written tests, interview, and documentation of analysis results for student answers. This study was conducted in two stages: (1) the subjects analyzed, assessed, and recommended assistance for students' work, and (2) the researcher evaluated the results of the analysis and the appropriateness of the assistance proposed by the subjects. The findings indicate that varying Pedagogical Content Knowledge (PCK) abilities of teachers can affect the accuracy of the analysis and the effectiveness of the recommended assistance. Subjects with high PCK can analyze students' work and suggest assistance appropriately. In contrast, subjects with low PCK only analyze and provide suggestions to overcome students' difficulties in general. This study emphasizes the importance of integrating content knowledge and pedagogy in preparing prospective teachers.

[Bahasa]: Memahami kesulitan siswa dalam memecahkan masalah matematika sangat penting untuk pengajaran yang efektif. Penelitian ini bertujuan untuk mengetahui kemampuan calon guru matematika dalam menganalisis hasil kerja siswa dalam menyelesaikan soal-soal PISA, dan mengidentifikasi jenis bantuan yang disarankan untuk mengatasi kesulitan siswa. Dengan menggunakan pendekatan deskriptif kualitatif dengan jenis studi kasus, subjek penelitian ini terdiri dari dua orang calon guru matematika dari salah satu universitas di Aceh, yang memiliki pengetahuan yang baik dalam menjawab soal-soal PISA. Data dikumpulkan melalui tes tertulis, wawancara, dan dokumentasi hasil analisis untuk jawaban siswa. Penelitian ini dilakukan dalam dua tahap: (1) subjek menganalisis, menilai, dan merekomendasikan bantuan untuk hasil kerja siswa; dan (2) peneliti mengevaluasi hasil analisis dan kesesuaian bantuan yang diusulkan subjek. Temuan menunjukkan bahwa kemampuan Pedagogical Content Knowledge (PCK) guru yang bervariasi dapat mempengaruhi ketepatan analisis dan efektivitas bantuan yang direkomendasikan. Subjek dengan PCK yang tinggi dapat menganalisis hasil kerja siswa dan menyarankan bantuan dengan tepat. Sebaliknya, Subjek dengan PCK yang rendah hanya menganalisis dan memberikan saran untuk mengatasi kesulitan siswa secara umum. Studi ini menekankan pentingnya mengintegrasikan pengetahuan konten dan pedagogi dalam mempersiapan calon guru.

Implementation of flipped problem-based learning: A reflective practice in mathematics microteaching program

Riva Lesta Ariany, T. Tutut Widiastuti, Rifki Fadilah — Sun, 30 Nov 2025 00:00:00 +0000

[English]: Reflective practice is one of the main aspects for developing the professional competence of prospective mathematics teachers. Reflective practice involves a process of self-evaluation, continuous learning, and adaptation to change, i.e., the ability to adapt to the dynamic curriculum. This study aims to provide an overview of the reflective practices of prospective mathematics teachers who employ the Flipped Problem Based Learning (FPBL) in microteaching and how the results of their reflections on their practices. The study employs a descriptive qualitative approach which involves one microteaching class of mathematics education program consisting of 13 students. Data was collected through observation to determine the extent to which the FPBL model facilitated students' reflective practices. Interviews and reflective questionnaires were used to obtain the results of students' reflections during microteaching. The research results show that the FPBL model provides students with opportunities to enhance their reflective practice. Students are required to begin their reflective practice from the beginning of lesson planning, during, and after learning. The most frequently identified reflection outcomes include determining learning objectives, learning tools, implementing teaching strategies, and evaluating learning. This study provides an overview of prospective teachers' reflective practices in microteaching and valuable considerations for planning reflective practices in microteaching.

[Bahasa]: Praktik reflektif merupakan salah satu aspek utama pengembangan kompetensi profesional calon guru matematika. Praktik reflektif melibatkan proses evaluasi diri, pembelajaran berkelanjutan, dan adaptasi terhadap perubahan, yaitu kemampuan untuk beradaptasi dengan kurikulum yang dinamis. Penelitian ini bertujuan untuk memberikan gambaran umum tentang praktik reflektif calon guru matematika yang menggunakan Flipped Problem-Based Learning (FPBL) dalam pengajaran mikro dan bagaimana hasil refleksi mereka terhadap praktik tersebut. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan melibatkan satu kelas pengajaran mikro yang terdiri dari 13 mahasiswa pendidikan matematika. Data dikumpulkan melalui observasi untuk mengetahui sejauh mana model FPBL memfasilitasi praktik reflektif mahasiswa. Wawancara dan kuesioner reflektif digunakan untuk memperoleh hasil refleksi mahasiswa selama pengajaran mikro. Hasil penelitian menunjukkan bahwa model FPBL memberikan mahasiswa kesempatan untuk meningkatkan praktik reflektif mereka. Mahasiswa diharuskan untuk memulai praktik reflektif mereka sejak awal perencanaan pembelajaran, selama pembelajaran, dan setelah pembelajaran. Hasil refleksi yang paling sering diidentifikasi meliputi penentuan tujuan pembelajaran, perangkat pembelajaran, penerapan strategi pengajaran, dan evaluasi pembelajaran. Studi ini memberikan gambaran umum tentang praktik reflektif calon guru dalam pengajaran mikro dan pertimbangan berharga untuk merencanakan praktik reflektif dalam pengajaran mikro.

Embedding realistic mathematics education within STEM to promote creative thinking skills

Adinda Aulia Rahmania, Ali Shodikin — Sun, 30 Nov 2025 00:00:00 +0000

[English]: Creative thinking is an important 21st-century skill that needs to be developed through meaningful and contextual learning. This study analyzes the application of realistic mathematics education approach integrated within Science, Technology, Engineering, and Mathematics (STEM) in building the creative thinking abilities of junior high school students. The research employs qualitative descriptive design with the subjects being eighth-grade students in the 2025 academic year. The instrument used was STEM-contextualized open-ended tests without prior instruction to observe students' natural responses. The research results indicate that most students are not yet able to accurately identify contextual information and are not yet able to elaborate on the steps to solve problems, resulting in a very low elaboration indicator. However, some students began to show characteristics of creative thinking, such as using visual strategies, flexibility in choosing methods, and originality in devising alternative steps. These findings indicate that integrating realistic mathematics education-STEM can foster fluency, flexibility, and originality, although habituation and pedagogical support are needed for all creative thinking indicators to develop optimally.

[Bahasa]: Berpikir kreatif merupakan keterampilan penting abad ke-21 yang perlu dikembangkan melalui pembelajaran bermakna dan kontekstual. Penelitian ini menganalisis penerapan pendekatan pendidikan matematika realistik yang terintegrasi dengan Science, Technology, Engineering, and Mathematics (STEM) dalam membangun kemampuan berpikir kreatif siswa SMP. Penelitian ini menggunakan pendekatan deskriptif kualitatif dengan subjek siswa kelas VIII tahun ajaran 2025. Instrumen yang digunakan adalah tes bentuk soal butir terbuka berbasis konteks STEM yang diberikan tanpa pembelajaran pendahuluan untuk mengamati respons alami siswa. Hasil penelitian menunjukkan bahwa mayoritas siswa belum mampu mengidentifikasi informasi kontekstual secara tepat dan belum mampu mengelaborasi langkah penyelesaian, sehingga indikator elaborasi masih sangat rendah. Namun beberapa siswa menunjukkan ciri berpikir kreatif, seperti penggunaan strategi visual, fleksibilitas dalam memilih metode, serta keaslian dalam menyusun langkah alternatif. Temuan ini mengindikasikan bahwa integrasi pendidikan matematika realistik-STEM mampu memunculkan kelancaran, fleksibilitas, dan keaslian, meskipun diperlukan pembiasaan dan dukungan pedagogis agar seluruh indikator berpikir kreatif berkembang secara optimal.

Constructivist approach through portfolio assessment to enhance mathematical conceptual understanding: A case study among university students

Muhammad Munir, Lisnawati, Andri Afriani — Sun, 30 Nov 2025 00:00:00 +0000

[English]: This study seeks to analyse the implementation of a constructivist approach through portfolio-based assessment in enhancing students’ understanding of mathematical concepts. The research was carried out at a private university in the East Lombok region using a qualitative methodology with a case study design. Data collection techniques included classroom observations, in-depth interviews, and analysis of students’ portfolio documents. The findings indicate that the integration of a constructivist framework with portfolio assessment contributes to a transformation in the learning paradigm, shifting from lecturer-centered instruction toward a more reflective and collaborative learning environment. Students exhibited notable improvement in their conceptual comprehension, ability to establish interconceptual relationships, engagement in self-reflection, and application of mathematical concepts, as evidenced by average portfolio scores exceeding 80. Qualitative analysis further indicates that students were able to articulate the mathematical reasoning underlying procedures, identifying and correcting conceptual misconceptions, and contextualizing abstract concepts within real-life situations. The study also highlights the pivotal role of social interaction during peer-review activities and lecturer facilitation as forms of scaffolding that support the development of students’ mathematical understanding.

[Bahasa]: Penelitian ini bertujuan menganalisis implementasi pendekatan konstruktivistik melalui penilaian portofolio dalam meningkatkan kemampuan pemahaman konsep matematis mahasiswa. Penelitian dilakukan pada salah satu perguruan tinggi swasta di Lombok Timur menggunakan pendekatan kualitatif dengan desain studi kasus. Data diperoleh melalui observasi, wawancara mendalam, dan analisis dokumen portofolio mahasiswa. Hasil penelitian mengindikasikan bahwa pendekatan konstruktivistik berbasis portofolio mampu mengubah paradigma pembelajaran dari berpusat pada dosen menuju pembelajaran reflektif dan kolaboratif. Mahasiswa menunjukkan peningkatan signifikan dalam pemahaman konseptual, koneksi antar konsep, refleksi diri, dan penerapan konsep, yang tercermin dalam nilai rata-rata portofolio di atas 80. Analisis kualitatif mengungkapkan bahwa mahasiswa mampu menjelaskan alasan matematis di balik prosedur, memperbaiki kesalahan konseptual, dan mengaitkan konsep dengan konteks kehidupan nyata. Penelitian ini menegaskan bahwa interaksi sosial dalam kegiatan peer-review dan bimbingan dosen berperan penting sebagai scaffolding dalam membangun pemahaman matematis mahasiswa.