Article Sidebar

Download
PDF
Statistic
Read Counter : 21 Download : 7

Main Article Content

Abstract

Islamic contexts help stimulate students' mathematical abilities and develop their religious thinking. Therefore, this research aims to describe students' thinking process in solving mathematical literacy problems adapted from PISA questions using Islamic contexts. This research is qualitative-descriptive in nature with the purposive sampling technique used to select the three best teams competing on the National Mathematics Olympiad organized by the Mathematics Education Study Program of UIN Syarif Hidayatullah Jakarta in 2018. Each school level (Islamic elementary school (MI), Islamic junior high school (MTs), and Islamic senior high school (MA)) was represented by a team of 3 students. Data were collected through tests of mathematical literacy in Islamic contexts that matched PISA contexts and through interviews. Then, the data collected were analysed using triangulation techniques. The results showed that the students' thinking process in solving mathematical literacy problems in Islamic contexts was in accordance with Bayer’s thinking process theory. In general, the students already engaged in a thought process starting from information processing to decision-making. In fact, some MTs students had reached the thinking level of analysing relationships, synthesising problems or arguments, and conducting evaluations using several criteria suitable for the MA level. So it can be concluded that he Islamic contexts used in mathematical literacy questions tend to draw students' attention to the problems and help them solve those problems.


DOI: https://doi.org/10.22342/jpm.17.2.19042.225-246

Keywords

Mathematical Literacy in Islamic Context Mathematical Thinking Process High-Level Mathematics Skills

Article Details

License

Copyright (c) 2023 Ramdani Miftah, Lia Kurniawati, Tatang Herman, Abdul Muin, Kadir

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge.

All articles published Open Access will be immediately and permanently free for everyone to read and download. We are continuously working with our author communities to select the best choice of license options, Creative Commons Attribution-ShareAlike (CC BY-NC-SA).

How to Cite
Miftah, R., Kurniawati, L., Herman, T., Muin, A., & Kadir. (2024). Students’ Thinking Process in Solving Mathematical Literacy Problems in Islamic Contexts. Jurnal Pendidikan Matematika, 17(2), 225–246. Retrieved from https://jpm.ejournal.unsri.ac.id/index.php/jpm/article/view/173
Download Citation
Endnote/Zotero/Mendeley (RIS)
BibTeX

References

  1. Akyüz, G. (2014). PISA 2003 Sonuçlarına göre Öğrenci ve Sınıf Özelliklerinin Matematik Okuryazarlığına ve Problem Çözme Becerilerine Etkisi. PISA 2003 Sonuçlarına Göre Öğrenci ve Sınıf Özelliklerinin Matematik Okuryazarlığına ve Problem Çözme Becerilerine Etkisi, 9(2), 668– 678. https://doi.org/10.17051/io.74461.
  2. Anwar, S., Pujiastuti, H., & Mutaqin, A. (2019). The Effect of Contextual Teaching And Learning And Self Regulated Learning On Mathematical Connection Ability [in Bahasa]. Prima: Jurnal Pendidikan Matematika, 3(2), 116–133. http://dx.doi.org/10.31000/prima.v3i2.1169.
  3. Arslan, C., & Yavuz, G. (2012). A Study on Mathematical Literacy Self-Efficacy Beliefs of Prospective Teachers. Procedia - Social and Behavioral Sciences, 46, 5622–5625. https://doi.org/10.1016/j.sbspro.2012.06.484.
  4. Azizurrohim, Nissa, I. C., & Kinasih, I. P. (2014). Analysis of Procedural Ability of Junior High School Students Through PISA Standard Mathematics Problems [in Bahasa]. IKIP Mataram.
  5. Basrowi & Suwandi. (2008). Understanding Qualitative Research [in Bahasa]. Jakarta: Rineka Cipta
  6. Bayer. (1988). Developing A Scope And Sequence For Thinking Skills Instruction. Associationon For Supervision And Curriculum Development Alexandria.
  7. Hudson, B., Henderson, S. & Hudson, A. (2015). Developing mathematical thinking in the primary classroom: liberating students and teachers as learners of mathematics. Journal of Curriculum Studies, 47(3), 374-398. http://dx.doi.org/10.1080/00220272.2014.979233.
  8. Budiman, A., & Jailani, J. (2014). Development of Higher Order Thinking Skill (Hots) Assessment Instruments in Mathematics Class VIII Semester 1 Middle School [in Bahasa]. Jurnal Riset Pendidikan Matematika, 1(2), 139. https://doi.org/10.21831/jrpm.v1i2.2671.
  9. Çelik, H. C. & F. Ö. (2020). Mathematical Thinking as a Predictor of Critical Thinking Dispositions of Pre-service Mathematics Teachers *. 16(4), 0–3. https://doi.org/10.29329/ijpe.2020.268.6.
  10. D. Tall. (2002). Advanced Mathematical Thinking. Kluwer Academic Publishers. https://doi.org/10.1007/0-306-47203-1.
  11. De Corte, E., Greer, B., & Verschaffel, L. (1996). Mathematics teaching and learning. In D.C. Berliner & R. Calfee (Eds.) (T. handbook of educational psychology (pp.491-549). (ed.)). Macmillan.
  12. Edo, S. I., Hartono, Y., & Putri, R. I. I. (2013). Investigating secondary school students’ difficulties in modeling problems PISA-model level 5 and 6. Journal on Mathematics Education, 4(1), 41–58. https://doi.org/10.22342/jme.4.1.561.41-58.
  13. Efriani, A., Putri, R. I. I., & Hapizah. (2019). Sailing context in pisa-like mathematics problems. Journal on Mathematics Education, 10(2), 265–276. https://doi.org/10.22342/jme.10.2.5245.265-276.
  14. Freudenthal, H. (1968). Why to Teach Mathematics So as To Be Useful. Educational Studies in Mathematics, I, 3–8. https://doi.org/10.1007/s10649-019-9881-4.
  15. Frishammar, J. (2002). Characteristics in information processing approaches. 22, 143–156. https://doi.org/10.1016/S0268-4012(01)00048-2.
  16. Gravemeijer. (1994). Developing Realistic Mathematics Education. Freudenthal Institute.
  17. Gravemeijer, K. (1998). Developmental research as a research method. In J. Kilpatrick & A. Sierpinska (Eds.). In Mathematics education as a research domain (Issue A search for identity (An ICMI Study)). Kluwer. https://doi.org/10.1007/978-94-011-5470-3_18.
  18. Henderson, P. B., Riedesel, C., Hamer, J., & Hitchner, L. (2003). Materials Development in Support of Mathematical Thinking. May 2014. https://doi.org/10.1145/782941.783001.
  19. Johar, R. (2012). PISA Question Domains for Mathematical Literacy [in Bahasa]. Jurnal Peluang, 1(1), 30.
  20. Kurniawati, L, Miftah, R., Kadir, K., & Muin, A.(2021). Student Mathematical Literacy Skill of Madrasah in Indonesia with Islamic Context. Tarbiya: Journal of Education in Muslim Society, 8(1), 108–118.
  21. Kusumah, Y. S. (2012). Mathematical Literacy [in Bahasa]. Proceedings of the the Mathematics National Seminar, Universitas Bandar Lampung.
  22. Liu, P. (2015). Do Teachers Need to Incorporate the History of Mathematics in. August. Retrieved from https://www.maa.org/sites/default/files/images/upload_library/46/NCTM/mt2003-06- 96_Sept_2003a.pdf.
  23. Lutfianto, M., & Sari, A. F. (2017). Student Responses to PISA-Similar Mathematical Problems with the Context of Integrated Islamic Values [in Bahasa]. Jurnal Elemen, 3(2), 108. https://doi.org/10.29408/jel.v3i2.342.
  24. Mahdiansyah, & Rahmawati. (2014). Mathematics Literacy of Secondary Education Students: Analysis Using International Test Designs with Indonesian Context [in Bahasa]. Jurnal Pendidikan Dan Kebudayaan, 20(4), 452. https://doi.org/10.24832/jpnk.v20i4.158.
  25. Mardhiyana, D. (2015). Developing Instrument To Measure Religiosity and Other. Proceeding of International Conference On Research, Implementation And Education Of Mathematics And Sciences, May, 17–19.
  26. Masjaya, & Wardono. (2018). The Importance of Mathematical Literacy Ability to Grow Mathematical Connection Ability in Improving Human Resources [in Bahasa]. Proceedings of the Mathematics National Semimar PRISMA, 568–574.
  27. Mason, J., Burton, L., & Stacey, K. (2010). Thinking Mathematically (Second edi). Person Education Limited.
  28. Masriyah, & Firmansyah, M. H. (2017). Students ’ Mathematical Literacy in Solving PISA Problems Based on Keirsey Personality Theory. The 2nd International Joint Conference on Science and Technology (IJCST). https://doi.org/10.1088/1742-6596/953/1/012203.
  29. Muhtarom, Murtianto, Y. H., & Sutrisno. (2017). Thinking process of students with high-mathematics ability: (a study on QSR NVivo 11-assisted data analysis). International Journal of Applied Engineering Research, 12(17), 6934–6940.
  30. Mujulifah, F., Sugiatno, & Hamdani. (2015). Students' Mathematical Literacy in Simplifying Algebraic Expressions [in Bahasa]. Jurnal Pendidikan dan Pembelajaran, 4(1), 1–12.
  31. Nizar, H., & Putri, R. I. I. (2018). PISA-like mathematics problem with karate context in Asian Games. Journal of Physics: Conference Series.
  32. OECD. (2013). PISA 2012 Assessment and Analytical Framework: Mathematics, Reading, Science,Problem Solving and Financial Literacy. In OECD Publishing.
  33. Oktiningrum, W., Zulkardi, & Hartono, Y. (2016). Developing PISA-like mathematics task with Indonesia natural and cultural heritage as context to assess students’ mathematical literacy. Journal on Mathematics Education, 7(1), 1–8. https://doi.org/10.22342/jme.7.1.2812.1-8.
  34. Pamungkas, M. D., & Franita, Y. (2019). The Effectiveness of Problem Based Learning to Improve Students' Mathematical Literacy [in Bahasa]. Jurnal Penelitian Pendidikan dan Pengajaran Matematika, 5(2), 75–80.
  35. Pitriani, R., & Afriansyah, E. A. (2017). Perceptions in Learning Process Skills Approach to Students' Mathematical Connection Ability (Research Study at Wanraja 1 Public Middle School) [in Bahasa]. Jurnal Gantang, 1(2), 15–24. https://doi.org/10.31629/jg.v1i2.51.
  36. Pöhler, B., dan Prediger, S. (2014). Intertwining Lexical And Conceptual Learning Trajectories – A Design Research Study On Dual Macro - Scaffolding Towards Percentages. Eurasia Journal OF Mathematics, Science DAN Technology Education, 6(11), 1697-1722.
  37. Sabaniatun, S., Febrilia, B. R. A., & Juliangkary, E. (2019). The Problem Solving Ability of Students on the Material Perimeter and Area of a Triangle. Edumatica : Jurnal Pendidikan Matematika, 9(02), 1-13. https://doi.org/10.22437/edumatica.v9i02.6074.
  38. Salsabila. (2017). Cognitive Processes in Meaningful Learning [in Bahasa]. Proceedings of the National Conference on Mathematics Research and Learning II (KNPMP II) pp. 434, Universitas Muhammadiyah Surakarta.
  39. Sopian, A. (2016). Duties, roles, and functions of teachers in education [in Bahasa]. RAUDHAH Proud To Be Professionals Jurnal Tarbiyah Islamiyah, 1(c), 88–97.
  40. St. Clair, J. (2018). Using Cartoons to Make Connections and Enrich Mathematics. Proceedings of the Interdisciplinary STEM Teaching and Learning Conference, 2(1). https://doi.org/10.20429/stem.2018.020112.
  41. Stacey, K. (2011). The PISA view of mathematical literacy in Indonesia. Journal on Mathematics Education, 2(2), 95–126. https://doi.org/10.22342/jme.2.2.746.95-126.
  42. Thomson, S. (2013). A Teacher’s Guide to PISA Mathematical Literacy. Retrieved fro, https://www.acer.org/files/PISA_Thematic_Report_-_Maths_-_web.pdf.
  43. Uyangör, S. M. (2019). Investigation of the mathematical thinking processes of students in mathematics education supported with graph theory. Universal Journal of Educational Research, 7(1). https://doi.org/10.13189/ujer.2019.070101.
  44. Yanti, A. P., & Syazali, M. (2016). Analysis of Students' Thinking Processes in Solving Mathematical Problems based on Bransford and Stein's Steps in terms of Adversity Quotient [in Bahasa]. Al- Jabar : Jurnal Pendidikan Matematika, 7(1), 63–74. https://doi.org/10.24042/ajpm.v7i1.132.
  45. Yeigh, T. (2014). Information-processing and perceptions of control : How attribution style affects task-relevant processing Information-processing and perceptions of control : How attribution style affects task-relevant processing . January 2007. Retrieved from https://www.newcastle.edu.au/ data/assets/pdf_file/0011/100370/v7-yeigh.pdf.
  46. Zulkardi. (2010). PISA, KTSP and UN. Prosiding KNM XV, 53–54.
  47. Zulkardi, Meryansumayeka, Ilma, R., Putri, I., Alwi, Z., Nusantara, D. S., Ambarita, S. M., Maharani, Y., & Puspitasari, L. (2020). How Students Work With Pisa-Like Mathematical Tasks Using Covid-19 Context. 11(3), 405–416. https://doi.org/10.22342/jme.11.3.12915.405-416.

Similar Articles

<< < 1 2 3 4 5 6 7 8 9 10 > >> 

You may also start an advanced similarity search for this article.