Pola koneksi matematis siswa dengan tingkat kemampuan matematika yang berbeda pada materi sistem persamaan linear dua variabel
Abstract
Purpose: This study aims to analyze the mathematical connection abilities of medium-ability students in solving Two-Variable Linear Equation System (TVLES) problems. Design/methodology/approach: Employing a qualitative descriptive method, this study involved 21 eighth-grade students at SMP Negeri 3 Watampone. Data were gathered through written mathematical connection tests and in-depth interviews with selected medium-ability subjects. Findings: The results reveal a disparity in skills: intra-mathematical connectivity is low (63%) due to barriers in concept integration and analogical reasoning. Conversely, extra-structural connection (mathematics-to-real-life) reached 72%, where students successfully transformed contextual problems into systematic mathematical models. Practical implications: Educators are encouraged to shift from procedural instruction to connection-based learning environments to mitigate conceptual misconceptions among average-achieving students. Originality/value: This study provides specific insights into the "asymmetrical connection" profile of medium-ability students, addressing a literature gap regarding cognitive obstacles in formal algebraic topics.
Purpose: Penelitian ini bertujuan menganalisis kemampuan koneksi matematis siswa berkemampuan sedang dalam menyelesaikan masalah Sistem Persamaan Linear Dua Variabel (SPLDV). Design/methodology/approach: Menggunakan metode deskriptif kualitatif, studi ini melibatkan 21 siswa kelas VIII di SMP Negeri 3 Watampone. Data dikumpulkan melalui instrumen tes tertulis berbasis koneksi matematis dan wawancara mendalam dengan subjek terpilih kategori sedang. Findings: Temuan menunjukkan disparitas kemampuan: konektivitas intra-matematika tergolong rendah (63%) akibat hambatan dalam integrasi konsep dan analogi. Sebaliknya, koneksi ekstrastruktural (matematika-kehidupan nyata) mencapai 72%, di mana siswa mampu mentransformasi masalah kontekstual menjadi model matematika secara sistematis. Practical implications: Guru disarankan beralih dari pengajaran prosedural ke pendekatan lingkungan belajar berbasis hubungan antar-konsep untuk memitigasi miskonsepsi pada siswa berkemampuan menengah. Originality/value: Studi ini memberikan wawasan spesifik mengenai profil "koneksi asimetris" pada siswa berkemampuan sedang, yang mengisi celah literatur mengenai hambatan kognitif dalam materi aljabar formal.
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References
Agustini, D., & Pujiastuti, H. (2020). Analisis kesulitan siswa berdasarkan kemampuan pemahaman matematis dalam menyelesaikan soal cerita pada materi SPLDV. Media Pendidikan Matematika, 8(1), 18. https://doi.org/10.33394/mpm.v8i1.2568 Crossref
Alderton, J., & Pratt, N. (2021). Filling gaps: Assessment software and the production of mathematics and its teaching and learning in primary schools. Critical Studies in Education, 63(4), 501–515. https://doi.org/10.1080/17508487.2021.1917435 Crossref
Andono, J., Nugroho, B. P., & Handayani, R. (2022). Analisis kesulitan belajar siswa dalam mata pelajaran matematika pada materi program linear kelas X. International Journal of Progressive Mathematics Education, 2(2). https://doi.org/10.22236/ijopme.v2i2.8900 Crossref
Angelina, M., & Effendi, K. N. S. (2021). Analisis kemampuan koneksi matematis siswa SMP kelas IX. Jurnal Pembelajaran Matematika Inovatif, 4(2), 383–394. https://doi.org/10.22460/jpmi.v4i2.383-394 Crossref
Aurelyasari, S., & Nur, I. R. D. (2023). Analisis kemampuan pemecahan masalah matematis siswa SMP pada materi sistem persamaan linier dua variabel. MATH-EDU: Jurnal Ilmu Pendidikan Matematika, 8(1), 16–23. https://doi.org/10.32938/jipm.8.1.2023.16-23 Crossref
Ayalon, M., Watson, A., & Lerman, S. (2015). Functions represented as linear sequential data: Relationships between presentation and student responses. Educational Studies in Mathematics, 90(3), 321–339. https://doi.org/10.1007/s10649-015-9628-9 Crossref
Boston, M. D., & Smith, M. S. (2009). Transforming secondary mathematics teaching: Increasing the cognitive demands of instructional tasks used in teachers' classrooms. Journal for Research in Mathematics Education, 40(2), 119–156. https://doi.org/10.2307/40539329 Crossref
Brandsæter, A., & Berge, R. L. (2025). Promoting mathematical competence development through programming activities. Educational Studies in Mathematics, 225–247. https://doi.org/10.1007/s10649-024-10380-y Crossref
Cohen, R., Chorney, S., & Sinclair, N. (2017). Equity and access to the complexity of number: A multimodal, digital approach. Dalam S. Celedon-Pattichis, D. White, & M. Civil (Eds.), Access and equity: Promoting high quality mathematics in grades K-2 (hlm. 81–96). NCTM. Crossref
Coles, A., & Sinclair, N. (2019). Re-thinking 'concrete to abstract' in mathematics education: Towards the use of symbolically structured environments. Canadian Journal of Science, Mathematics and Technology Education, 19(4), 465–480. https://doi.org/10.1007/s42330-019-00068-4 Crossref
Coles, A., & Sinclair, N. (2024). Re-thinking mathematical connections with theories of difference. Research in Mathematics Education, 26(2), 283–299. https://doi.org/10.1080/14794802.2024.2368476 Crossref
Hafidhoh, N., & Marlina, R. (2021). Kemampuan komunikasi matematis siswa SMP pada materi sistem persamaan linear dua variabel (SPLDV). Delta-Pi: Jurnal Matematika Dan Pendidikan Matematika, 10(1), 59–74. https://doi.org/10.33387/dpi.v10i1.2785 Crossref
Hendriana, H., Prahmana, R. C. I., Ristiana, M. G., Rohaeti, E. E., & Hidayat, W. (2022). The theoretical framework on humanist ethno-metaphorical mathematics learning model: An impactful insight in learning mathematics. Frontiers in Education, 7, 773. https://doi.org/10.3389/feduc.2022.1030471
Crossref
Hidayat, W., Rohaeti, E. E., Ginanjar, A., & Putri, R. I. I. (2022). An ePub learning module and students' mathematical reasoning ability: A development study. Journal on Mathematics Education, 13(1), 103-118. https://doi.org/10.22342/jme.v13i1.pp103-118
Crossref
Hidayat, W., Rohaeti, E. E., Hamidah, I., & Putri, R. I. I. (2023). How can android-based trigonometry learning improve the math learning process? Frontiers in Education, 7, 1016. https://doi.org/10.3389/feduc.2022.1101161
Crossref
Hamid, A. (2024). Miskonsepsi mahasiswa pada materi ekponen ditinjau dari gaya kognitif. Kognitif, 4(1), 472–482. https://doi.org/10.51574/kognitif.v4i1.1539 Crossref
Hutajulu, M., Perbowo, K. S., Alghadari, F., Minarti, E. D., & Hidayat, W. (2022). The process of conceptualization in solving geometric-function problems. Infinity Journal, 11(1), 145-162. https://doi.org/10.22460/infinity.v11i1.p145-162
Crossref
Heyd-Metzuyanim, E., Nachlieli, T., Weingarden, M., & Baor, R. (2020). Adapting a professional development program for cognitively demanding instruction across shifting contexts. Educational Studies in Mathematics, 104(3), 385–403. https://doi.org/10.1007/s10649-020-09967-y Crossref
Humairah, Q., & Subaidi, A. (2022). Profil pemecahan masalah sistem persamaan linear dua variabel siswa SMP ditinjau dari kemampuan matematika. Jurnal Inovasi Pembelajaran Matematika (JIPM), 3(2), 52–60. https://doi.org/10.36379/jipm.v3i2.219 Crossref
Kartikasari, K., Muhtarom, M., & Sudargo, S. (2024). Analisis kemampuan berpikir kreatif siswa SMP kelas VIII pada materi sistem persamaan linear dua variabel ditinjau dari gaya kognitif. Imajiner: Jurnal Matematika Dan Pendidikan Matematika, 5(6), 399–405. https://doi.org/10.26877/imajiner.v5i6.16747 Crossref
Kaiser, G. (2020). Mathematical modelling and applications in education. In S. Lerman (Ed.), Encyclopedia of Mathematics Education (pp. 553-561). Springer International Publishing. https://doi.org/10.1007/978-3-030-15789-0_101
Crossref
Kurniansyah, M. Y., Hidayat, W., & Rohaeti, E. E. (2022). Development of combined module using contextual scientific approach to enhance students' cognitive and affective. Infinity Journal, 11(2), 349-366. https://doi.org/10.22460/infinity.v11i2.p349-366
Crossref
Kiraman, S. S. (2022). Analisis kemampuan pemahaman konsep matematis siswa pada materi sistem persamaan linear dua variabel melalui pendekatan pembelajaran kooperatif [Skripsi, Universitas Islam Negeri Mataram]. https://etheses.uinmataram.ac.id/3960/ Crossref
Mann, L. C., & Walshaw, M. (2019). Mathematics anxiety in secondary school female students: Issues, influences and implications. New Zealand Journal of Educational Studies, 54(1), 101–120. https://doi.org/10.1007/s40841-019-00126-3 Crossref
Marbán, J. M., Radwan, E., Radwan, A., & Radwan, W. (2021). Primary and secondary students’ usage of digital platforms for mathematics learning during the COVID-19 outbreak: the case of the Gaza strip. Mathematics, 9(2), 110. https://doi.org/10.3390/math9020110
Crossref
Muharomi, L. T., & Afriansyah, E. A. (2022). Kemampuan koneksi matematis dan kemandirian belajar siswa pada materi sistem persamaan linear dua variabel. Leibniz: Jurnal Matematika, 2(2), 45–64. https://doi.org/10.59632/leibniz.v2i2.174 Crossref
Nathania, C., Effendi, K. N. S., Waluyo, J. H. R. (2023). Kemampuan koneksi matematis siswa pada materi SPLDV. JKPM (Jurnal Kajian Pendidikan Matematika), 8(2), 193–204. https://doi.org/10.30998/jkpm.v8i2.14960 Crossref
Nurdiansyah, S., Sundayana, R., & Sritresna, T. (2021). Kemampuan berpikir kritis matematis serta habits of mind menggunakan model inquiry learning dan model creative problem solving. Mosharafa: Jurnal Pendidikan Matematika, 10(1), 95–106. https://doi.org/10.31980/mosharafa.v10i1.861 Crossref
Rodríguez-Nieto, C. A., Cervantes-Barraza, J. A., & Font, V. F. (2023). Exploring mathematical connections in the context of proof and mathematical argumentation: A new proposal of networking of theories. Eurasia Journal of Mathematics, Science and Technology Education, 19(5), em2264. https://doi.org/10.29333/ejmste/13157
Crossref
Rohaeti, E. E., Putra, H. D., & Purwandari, A. S. (2020). Animated media design based on visual basic application microsoft powerpoint on the material build flat side spaces. Journal of Physics: Conference Series, 1657(1), 012093. https://doi.org/10.1088/1742-6596/1657/1/012093 Crossref
Safari, N. F. N. (2021). Mathematics make students confused and anxious: A comparisons between Australia, Indonesia, and Singapore in the 2015 TIMSS. Indonesian Journal of Educational Assessment, 3(2), 1-15. http://dx.doi.org/10.26499/ijea.v3i2.74 Crossref
Sari, A. S., & Wati, I. W. K. (2020). Visibility of learning media of a culinary-based electronic magazine in blended learning. Jurnal Pendidikan Teknologi dan Kejuruan, 26(1), 35-42. https://doi.org/10.21831/jptk.v26i1.28018 Crossref
Sari, J., & Sutirna, S. (2021). Analisis kemampuan koneksi matematis peserta didik SMP pada materi sistem persamaan linear dua variabel. JIPMat, 6(1), 137-144. https://doi.org/10.26877/jipmat.v6i1.7987 Crossref
Setambah, M. A. B., Jaafar, A. N., Saad, M. I. M., & Yaakob, M. F. M. (2021). Fraction cipher: A way to enhance student ability in addition and subtraction fraction. Infinity Journal, 10(1), 81-92. https://doi.org/10.22460/infinity.v10i1.p81-92 Crossref
Setiawan, E. P., Pierewan, A. C., & Montesinos-López, O. A. (2021). Growth mindset, school context, and mathematics achievement in Indonesia: A multilevel model. Journal on Mathematics Education, 12(2), 279-294. https://doi.org/10.22342/jme.12.2.13690.279-294 Crossref
Sinclair, N. (2024). Knowing as remembering: Methodological experiments in embodied experiences of number. Digital Experiences in Mathematics Education, 10(1), 29-46. https://doi.org/10.1007/s40751-023-00132-7 Crossref
Sinclair, N., & Coles, A. (2017). Returning to ordinality in early number sense: Neurological, technological and pedagogical considerations. In F. Ferrara, E. Faggiano, & A. Montone (Eds.), Innovation and technologies in mathematics education (pp. 39-58). Springer. https://doi.org/10.1007/978-3-319-61488-5_3 Crossref
Sinclair, N., & Coles, A. (2020). Affect and ritualisation in early number work. In C. Andrà, D. Brunetto, & F. Martignone (Eds.), Theorizing and measuring affect in mathematics teaching and learning (pp. 77-87). Springer International Publishing. https://doi.org/10.1007/978-3-030-50526-4_8 Crossref
Subarinah, S., Junaidi, J., Triutami, T. W., Wulandari, N. P., & Salsabila, N. H. (2022). Logic and sets textbook containing ethnomathematics of Sasak culture: Validation and design. AlphaMath: Journal of Mathematics Education, 8(2), 164–174. https://doi.org/10.30595/alphamath.v8i2.13438 Crossref
Sundary, S. R., Maya, R., & Zanthy, L. S. (2022). Analisis kesulitan belajar siswa dalam mata pelajaran matematika pada materi sistem persamaan linear dua variabel dengan metode eliminasi di SMP Negeri 4 Pangalengan. Jurnal Pembelajaran Matematika Inovatif, 3(1), 352-360. https://doi.org/10.22460/jpmi.v5i4.1071-1078 Crossref
Tri Rahmah, A., & Hidayati, N. (2024). Analisis kemampuan komunikasi matematis siswa SMP pada materi sistem persamaan linear dua variabel. Laplace: Jurnal Pendidikan Matematika, 7(1), 284-292. https://doi.org/10.31537/laplace.v7i1.1802 Crossref
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Yulistia, F., & Hidayati, N. (2023). Analisis kemampuan pemahaman konsep matematis siswa SMP pada materi sistem persamaan linier dua variabel. Didactical Mathematics, 5(2), 525-538. https://doi.org/10.31439/dm.v5i2.6807 Crossref
Alderton, J., & Pratt, N. (2021). Filling gaps: Assessment software and the production of mathematics and its teaching and learning in primary schools. Critical Studies in Education, 63(4), 501–515. https://doi.org/10.1080/17508487.2021.1917435 Crossref
Andono, J., Nugroho, B. P., & Handayani, R. (2022). Analisis kesulitan belajar siswa dalam mata pelajaran matematika pada materi program linear kelas X. International Journal of Progressive Mathematics Education, 2(2). https://doi.org/10.22236/ijopme.v2i2.8900 Crossref
Angelina, M., & Effendi, K. N. S. (2021). Analisis kemampuan koneksi matematis siswa SMP kelas IX. Jurnal Pembelajaran Matematika Inovatif, 4(2), 383–394. https://doi.org/10.22460/jpmi.v4i2.383-394 Crossref
Aurelyasari, S., & Nur, I. R. D. (2023). Analisis kemampuan pemecahan masalah matematis siswa SMP pada materi sistem persamaan linier dua variabel. MATH-EDU: Jurnal Ilmu Pendidikan Matematika, 8(1), 16–23. https://doi.org/10.32938/jipm.8.1.2023.16-23 Crossref
Ayalon, M., Watson, A., & Lerman, S. (2015). Functions represented as linear sequential data: Relationships between presentation and student responses. Educational Studies in Mathematics, 90(3), 321–339. https://doi.org/10.1007/s10649-015-9628-9 Crossref
Boston, M. D., & Smith, M. S. (2009). Transforming secondary mathematics teaching: Increasing the cognitive demands of instructional tasks used in teachers' classrooms. Journal for Research in Mathematics Education, 40(2), 119–156. https://doi.org/10.2307/40539329 Crossref
Brandsæter, A., & Berge, R. L. (2025). Promoting mathematical competence development through programming activities. Educational Studies in Mathematics, 225–247. https://doi.org/10.1007/s10649-024-10380-y Crossref
Cohen, R., Chorney, S., & Sinclair, N. (2017). Equity and access to the complexity of number: A multimodal, digital approach. Dalam S. Celedon-Pattichis, D. White, & M. Civil (Eds.), Access and equity: Promoting high quality mathematics in grades K-2 (hlm. 81–96). NCTM. Crossref
Coles, A., & Sinclair, N. (2019). Re-thinking 'concrete to abstract' in mathematics education: Towards the use of symbolically structured environments. Canadian Journal of Science, Mathematics and Technology Education, 19(4), 465–480. https://doi.org/10.1007/s42330-019-00068-4 Crossref
Coles, A., & Sinclair, N. (2024). Re-thinking mathematical connections with theories of difference. Research in Mathematics Education, 26(2), 283–299. https://doi.org/10.1080/14794802.2024.2368476 Crossref
Hafidhoh, N., & Marlina, R. (2021). Kemampuan komunikasi matematis siswa SMP pada materi sistem persamaan linear dua variabel (SPLDV). Delta-Pi: Jurnal Matematika Dan Pendidikan Matematika, 10(1), 59–74. https://doi.org/10.33387/dpi.v10i1.2785 Crossref
Hendriana, H., Prahmana, R. C. I., Ristiana, M. G., Rohaeti, E. E., & Hidayat, W. (2022). The theoretical framework on humanist ethno-metaphorical mathematics learning model: An impactful insight in learning mathematics. Frontiers in Education, 7, 773. https://doi.org/10.3389/feduc.2022.1030471
Crossref
Hidayat, W., Rohaeti, E. E., Ginanjar, A., & Putri, R. I. I. (2022). An ePub learning module and students' mathematical reasoning ability: A development study. Journal on Mathematics Education, 13(1), 103-118. https://doi.org/10.22342/jme.v13i1.pp103-118
Crossref
Hidayat, W., Rohaeti, E. E., Hamidah, I., & Putri, R. I. I. (2023). How can android-based trigonometry learning improve the math learning process? Frontiers in Education, 7, 1016. https://doi.org/10.3389/feduc.2022.1101161
Crossref
Hamid, A. (2024). Miskonsepsi mahasiswa pada materi ekponen ditinjau dari gaya kognitif. Kognitif, 4(1), 472–482. https://doi.org/10.51574/kognitif.v4i1.1539 Crossref
Hutajulu, M., Perbowo, K. S., Alghadari, F., Minarti, E. D., & Hidayat, W. (2022). The process of conceptualization in solving geometric-function problems. Infinity Journal, 11(1), 145-162. https://doi.org/10.22460/infinity.v11i1.p145-162
Crossref
Heyd-Metzuyanim, E., Nachlieli, T., Weingarden, M., & Baor, R. (2020). Adapting a professional development program for cognitively demanding instruction across shifting contexts. Educational Studies in Mathematics, 104(3), 385–403. https://doi.org/10.1007/s10649-020-09967-y Crossref
Humairah, Q., & Subaidi, A. (2022). Profil pemecahan masalah sistem persamaan linear dua variabel siswa SMP ditinjau dari kemampuan matematika. Jurnal Inovasi Pembelajaran Matematika (JIPM), 3(2), 52–60. https://doi.org/10.36379/jipm.v3i2.219 Crossref
Kartikasari, K., Muhtarom, M., & Sudargo, S. (2024). Analisis kemampuan berpikir kreatif siswa SMP kelas VIII pada materi sistem persamaan linear dua variabel ditinjau dari gaya kognitif. Imajiner: Jurnal Matematika Dan Pendidikan Matematika, 5(6), 399–405. https://doi.org/10.26877/imajiner.v5i6.16747 Crossref
Kaiser, G. (2020). Mathematical modelling and applications in education. In S. Lerman (Ed.), Encyclopedia of Mathematics Education (pp. 553-561). Springer International Publishing. https://doi.org/10.1007/978-3-030-15789-0_101
Crossref
Kurniansyah, M. Y., Hidayat, W., & Rohaeti, E. E. (2022). Development of combined module using contextual scientific approach to enhance students' cognitive and affective. Infinity Journal, 11(2), 349-366. https://doi.org/10.22460/infinity.v11i2.p349-366
Crossref
Kiraman, S. S. (2022). Analisis kemampuan pemahaman konsep matematis siswa pada materi sistem persamaan linear dua variabel melalui pendekatan pembelajaran kooperatif [Skripsi, Universitas Islam Negeri Mataram]. https://etheses.uinmataram.ac.id/3960/ Crossref
Mann, L. C., & Walshaw, M. (2019). Mathematics anxiety in secondary school female students: Issues, influences and implications. New Zealand Journal of Educational Studies, 54(1), 101–120. https://doi.org/10.1007/s40841-019-00126-3 Crossref
Marbán, J. M., Radwan, E., Radwan, A., & Radwan, W. (2021). Primary and secondary students’ usage of digital platforms for mathematics learning during the COVID-19 outbreak: the case of the Gaza strip. Mathematics, 9(2), 110. https://doi.org/10.3390/math9020110
Crossref
Muharomi, L. T., & Afriansyah, E. A. (2022). Kemampuan koneksi matematis dan kemandirian belajar siswa pada materi sistem persamaan linear dua variabel. Leibniz: Jurnal Matematika, 2(2), 45–64. https://doi.org/10.59632/leibniz.v2i2.174 Crossref
Nathania, C., Effendi, K. N. S., Waluyo, J. H. R. (2023). Kemampuan koneksi matematis siswa pada materi SPLDV. JKPM (Jurnal Kajian Pendidikan Matematika), 8(2), 193–204. https://doi.org/10.30998/jkpm.v8i2.14960 Crossref
Nurdiansyah, S., Sundayana, R., & Sritresna, T. (2021). Kemampuan berpikir kritis matematis serta habits of mind menggunakan model inquiry learning dan model creative problem solving. Mosharafa: Jurnal Pendidikan Matematika, 10(1), 95–106. https://doi.org/10.31980/mosharafa.v10i1.861 Crossref
Rodríguez-Nieto, C. A., Cervantes-Barraza, J. A., & Font, V. F. (2023). Exploring mathematical connections in the context of proof and mathematical argumentation: A new proposal of networking of theories. Eurasia Journal of Mathematics, Science and Technology Education, 19(5), em2264. https://doi.org/10.29333/ejmste/13157
Crossref
Rohaeti, E. E., Putra, H. D., & Purwandari, A. S. (2020). Animated media design based on visual basic application microsoft powerpoint on the material build flat side spaces. Journal of Physics: Conference Series, 1657(1), 012093. https://doi.org/10.1088/1742-6596/1657/1/012093 Crossref
Safari, N. F. N. (2021). Mathematics make students confused and anxious: A comparisons between Australia, Indonesia, and Singapore in the 2015 TIMSS. Indonesian Journal of Educational Assessment, 3(2), 1-15. http://dx.doi.org/10.26499/ijea.v3i2.74 Crossref
Sari, A. S., & Wati, I. W. K. (2020). Visibility of learning media of a culinary-based electronic magazine in blended learning. Jurnal Pendidikan Teknologi dan Kejuruan, 26(1), 35-42. https://doi.org/10.21831/jptk.v26i1.28018 Crossref
Sari, J., & Sutirna, S. (2021). Analisis kemampuan koneksi matematis peserta didik SMP pada materi sistem persamaan linear dua variabel. JIPMat, 6(1), 137-144. https://doi.org/10.26877/jipmat.v6i1.7987 Crossref
Setambah, M. A. B., Jaafar, A. N., Saad, M. I. M., & Yaakob, M. F. M. (2021). Fraction cipher: A way to enhance student ability in addition and subtraction fraction. Infinity Journal, 10(1), 81-92. https://doi.org/10.22460/infinity.v10i1.p81-92 Crossref
Setiawan, E. P., Pierewan, A. C., & Montesinos-López, O. A. (2021). Growth mindset, school context, and mathematics achievement in Indonesia: A multilevel model. Journal on Mathematics Education, 12(2), 279-294. https://doi.org/10.22342/jme.12.2.13690.279-294 Crossref
Sinclair, N. (2024). Knowing as remembering: Methodological experiments in embodied experiences of number. Digital Experiences in Mathematics Education, 10(1), 29-46. https://doi.org/10.1007/s40751-023-00132-7 Crossref
Sinclair, N., & Coles, A. (2017). Returning to ordinality in early number sense: Neurological, technological and pedagogical considerations. In F. Ferrara, E. Faggiano, & A. Montone (Eds.), Innovation and technologies in mathematics education (pp. 39-58). Springer. https://doi.org/10.1007/978-3-319-61488-5_3 Crossref
Sinclair, N., & Coles, A. (2020). Affect and ritualisation in early number work. In C. Andrà, D. Brunetto, & F. Martignone (Eds.), Theorizing and measuring affect in mathematics teaching and learning (pp. 77-87). Springer International Publishing. https://doi.org/10.1007/978-3-030-50526-4_8 Crossref
Subarinah, S., Junaidi, J., Triutami, T. W., Wulandari, N. P., & Salsabila, N. H. (2022). Logic and sets textbook containing ethnomathematics of Sasak culture: Validation and design. AlphaMath: Journal of Mathematics Education, 8(2), 164–174. https://doi.org/10.30595/alphamath.v8i2.13438 Crossref
Sundary, S. R., Maya, R., & Zanthy, L. S. (2022). Analisis kesulitan belajar siswa dalam mata pelajaran matematika pada materi sistem persamaan linear dua variabel dengan metode eliminasi di SMP Negeri 4 Pangalengan. Jurnal Pembelajaran Matematika Inovatif, 3(1), 352-360. https://doi.org/10.22460/jpmi.v5i4.1071-1078 Crossref
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Authors
Hamid, A., & Juhari, A. (2025). Pola koneksi matematis siswa dengan tingkat kemampuan matematika yang berbeda pada materi sistem persamaan linear dua variabel. International Journal of Progressive Mathematics Education, 5(1), 55–77. https://doi.org/10.22236/ijopme.v5i1.18649
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