Profil pemahaman konsep siswa pada siswa kelas VII : materi aritmetika sosial
Abstract
Purpose: This study aims to explore the conceptual understanding profiles of seventh-grade students in social arithmetic across varying mathematical ability levels to mitigate cognitive obstacles in numeracy literacy. Design/methodology/approach: An exploratory qualitative design with triangulation techniques was employed. Three subjects (high, middle, and low ability) were selected via purposive sampling. Instruments included problem-solving tests and clinical interviews based on NCTM indicators. Findings: High-ability students demonstrated coherent relational understanding. Middle-ability students exhibited sound verbal logic but suffered from dissociation in written symbolic representation. Low-ability students remained constrained by procedural fragmentation and contextual interpretation failures. Practical implications: Educators should implement professional noticing to bridge the transition from verbal to formal representation using guided discovery methods. Originality/value: This study provides a unique contribution by mapping specific cognitive gaps between oral articulation and written formalisation within social arithmetic.
Purpose: Penelitian ini bertujuan mengeksplorasi profil pemahaman konsep siswa kelas VII pada materi aritmetika sosial berdasarkan tingkat kemampuan matematis untuk memitigasi hambatan kognitif dalam literasi numerasi. Design/methodology/approach: Menggunakan desain kualitatif eksploratif dengan teknik triangulasi. Subjek terdiri dari tiga siswa (kemampuan tinggi, menengah, dan rendah) yang dipilih melalui purposive sampling. Instrumen meliputi tes pemecahan masalah dan wawancara klinis berdasarkan indikator NCTM. Findings: Siswa berkemampuan tinggi menunjukkan pemahaman relasional yang koheren. Siswa menengah memiliki logika verbal yang baik namun mengalami disosiasi pada representasi simbolik tertulis. Siswa berkemampuan rendah terjebak pada fragmentasi prosedural dan kegagalan interpretasi kontekstual. Practical implications: Guru harus menerapkan professional noticing untuk menjembatani transisi representasi verbal ke formal melalui metode guided discovery.Originality/value: Studi ini memberikan kontribusi unik melalui pemetaan gap kognitif spesifik antara kemampuan artikulasi lisan dan formalisasi tertulis dalam materi aritmetika sosial.
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References
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Crossref
Amador, J. M. (2017). Preservice teachers’ video simulations and subsequent noticing: A practice-based method to prepare mathematics teachers. Research in Mathematics Education, 19(3), 217–235. https://doi.org/10.1080/14794802.2017.1315317
Crossref
Amador, J. M., & Carter, I. S. (2018). Audible conversational affordances and constraints of verbalizing professional noticing during prospective teacher lesson study. Journal of Mathematics Teacher Education, 21(1), 5–34. https://doi.org/10.1007/s10857-016-9347-x
Crossref
Amidon, J., Chazan, D., Grosser-Clarkson, D., & Fleming, E. (2017). Commentary: Meet me in Azul’s room: Designing a virtual field placement for learning to teach mathematics. Mathematics Teacher Educator, 6(1), 52–66. https://doi.org/10.5951/mathteaceduc.6.1.0052
Crossref
Auslander, S. S., Smith, S. Z., Smith, M. E., & Myers, K. (2020). A case study of elementary teacher candidates’ preparation for a high stakes teacher performance assessment. Journal of Mathematics Teacher Education, 23(3), 269–291. https://doi.org/10.1007/s10857-018-09422-z
Crossref
Boote, S. K., & Boote, D. N. (2018). ABC problem in elementary mathematics education: Arithmetic before comprehension. Journal of Mathematics Teacher Education, 21(2), 99–122. https://doi.org/10.1007/s10857-016-9350-2
Crossref
Budi Lestari, A. S., Aisah, S., Supriyo, & Aufin, M. (2022). Apakah keaktifan siswa dapat ditingkatkan melalui pembelajaran kooperatif dengan metode guided discovery learning?. International Journal of Progressive Mathematics Education, 2(1), 1–14. https://doi.org/10.22236/ijopme.v2i1.8847
Crossref
Butturi, M. A., Lolli, F., Sellitto, M. A., Balugani, E., Gamberini, R., & Rimini, B. (2019). Renewable energy in eco-industrial parks and urban-industrial symbiosis: A literature review and a conceptual synthesis. Applied Energy, 255, 113825. https://doi.org/10.1016/j.apenergy.2019.113825
Crossref
Callejo, M. L., & Zapatera, A. (2017). Prospective primary teachers’ noticing of students’ understanding of pattern generalization. Journal of Mathematics Teacher Education, 20(4), 309–333. https://doi.org/10.1007/s10857-016-9343-1
Crossref
Chen, R. J. (2017). Prospective elementary teachers’ aesthetic experience and relationships to mathematics. Journal of Mathematics Teacher Education, 20(3), 207–230. https://doi.org/10.1007/s10857-015-9329-4
Crossref
Duffin, J. M., & Simpson, A. (2000). A search for understanding. The Journal of Mathematical Behavior, 18(4), 415–427. https://doi.org/10.2307/214911
Crossref
Durkin, K., Star, J. R., & Rittle-Johnson, B. (2017). Using comparison of multiple strategies in the mathematics classroom: Lessons learned and next steps. ZDM Mathematics Education, 49(4), 585–597. https://doi.org/10.1007/s11858-017-0853-9Crossref
Duval, R. (2006). A cognitive analysis of problems of comprehension in a learning of mathematics. Educational Studies in Mathematics, 61(1), 103–131. https://doi.org/10.1007/s10649-006-0400-z
Crossref
English, L. D. (2017). Advancing elementary and middle school STEM education. International Journal of Science and Mathematics Education, 15(1), 5–24. https://doi.org/10.1007/s10763-017-9802-x
Crossref
Eryanti, I., Sallah, E. K., & Gakuba, E. (2022). Analysis of algebraic thinking ability of vocational high school students in solving SPLDV problems. International Journal of Progressive Mathematics Education, 2(1), 35–47. https://doi.org/10.22236/ijopme.v2i1.8878
Crossref
Febriani, P., Widada, W., & Herawaty, D. (2019). Pengaruh pembelajaran matematika realistik berbasis etnomatematika terhadap kemampuan pemahaman konsep matematika siswa SMA Kota Bengkulu. Jurnal Pendidikan Matematika Raflesia, 4(2), 120–135.
Fujita, T., & Jones, K. (2007). Learners’ understanding of the definitions and hierarchical classification of quadrilaterals: Towards a theoretical framing. Research in Mathematics Education, 9(1), 3–20. https://doi.org/10.1080/14794800008520167
Crossref
Gentner, D., Loewenstein, J., & Thompson, L. (2003). Learning and transfer: A general role for analogical encoding. Journal of Educational Psychology, 95(2), 393–408. https://doi.org/10.1037/0022-0663.95.2.393
Crossref
Gentner, D., & Smith, L. A. (2013). Analogical learning and reasoning. In D. Reisberg (Ed.), The Oxford handbook of cognitive psychology (pp. 668–681). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780195376746.013.0042
Crossref
Gray, M. E., & Holyoak, K. J. (2021). Teaching by analogy: From theory to practice. Mind, Brain, and Education, 15(3), 250–263. https://doi.org/10.1111/mbe.12288
Crossref
Herbst, P., Fujita, T., Halverscheid, S., & Weiss, M. (2017). The learning and teaching of geometry in secondary schools: A modeling perspective. Routledge. https://doi.org/10.4324/9781315267593
Crossref
Holmlund, T. D., Lesseig, K., & Slavit, D. (2018). Making sense of “STEM education” in K-12 contexts. International Journal of STEM Education, 5(1), Article 32. https://doi.org/10.1186/s40594-018-0127-2
Crossref
Holton, J. A. (2007). The coding process and its challenges. In A. Bryant & K. Charmaz (Eds.), The SAGE handbook of grounded theory (pp. 265–289). SAGE. https://doi.org/10.4135/9781848607941
Crossref
Ike, F., & Suhendri, H. (2021). Analisis Kemampuan Pemahaman Konsep Matematis Siswa Kelas V Pada Materi Kubus Dan Balok. International Journal of Progressive Mathematics Education, 1(2), 161–183. https://doi.org/10.22236/ijopme.v1i2.7308
Crossref
Karim, A., Soebagyo, J., & Edy Purwanto, S. (2021). Stochastic Block Model Reveals Maps of In Applied Mathematics Studies Using VOS Viewer. International Journal of Progressive Mathematics Education, 1(2), 127–142. https://doi.org/10.22236/ijopme.v1i2.6917
Crossref
Kelley, T. R., & Knowles, J. G. (2016). A conceptual framework for integrated STEM education. International Journal of STEM Education, 3(1), Article 11. https://doi.org/10.1186/s40594-016-0046-z
Crossref
Keogh, B., & Naylor, S. (1999). Concept cartoons, teaching and learning in science: An evaluation. International Journal of Science Education, 21(4), 431–446. https://doi.org/10.1080/095006999290642
Crossref
Krathwohl, D. R. (2002). A revision of Bloom’s taxonomy: An overview. Theory into Practice, 41(4), 212–218. https://doi.org/10.1207/s15430421tip4104_2
Crossref
Larkin, K., & Lowrie, T. (2023). Teaching approaches for STEM integration in pre- and primary school: A systematic qualitative literature review. International Journal of Science and Mathematics Education, 21(Suppl 1), 11–39. https://doi.org/10.1007/s10763-023-10362-1
Crossref
Lyons, T. (2020). Seeing through the acronym to the nature of STEM. Curriculum Perspectives, 40(2), 225–231. https://doi.org/10.1007/s41297-020-00108-2
Crossref
Matthews, M. R. (Ed.). (2014). International handbook of research in history, philosophy and science teaching. Springer. https://doi.org/10.1007/978-94-007-7654-8
Crossref
Momsen, J., Bray, E. S., Wyse, S., & Long, T. (2022). Using systems and systems thinking to unify biology education. CBE—Life Sciences Education, 21(2), 1–11. https://doi.org/10.1187/cbe.21-05-0118
Crossref
Nada, Q., & Prasetyo Aji, P. (2022). Analisis kemampuan pemecahan masalah peserta didik SMA pada materi eksponensial. International Journal of Progressive Mathematics Education, 2(1), 48–65. https://doi.org/10.22236/ijopme.v2i1.8880
Crossref
Pérez-Escobar, J. A. (2023). A new role of mathematics in science: Measurement normativity. Measurement, 223, 113631. https://doi.org/10.1016/j.measurement.2023.113631
Crossref
Pranata, E. (2016). Implementasi model pembelajaran group investigation (GI) berbantuan alat peraga untuk meningkatkan kemampuan pemahaman konsep matematika. JPMI (Jurnal Pendidikan Matematika Indonesia), 1(1), 34–38. https://doi.org/10.26737/jpmi.v1i1.80
Crossref
Pringle, R. M., Lord, C. G., & Sheppard, T. D. (2020). Secondary STEM learning. In C. C. Johnson, M. J. Mohr-Schroeder, T. J. Moore, & L. D. English (Eds.), Handbook of research on STEM education (pp. 115–127). Routledge. https://doi.org/10.4324/9780429021381-12
Crossref
Rahayu, W. D., Rohaeti, E. E., & Yuliani, A. (2018). Analisis kemampuan pemahaman matematik siswa MTs di Kabupaten Bandung Barat. Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah Di Bidang Pendidikan Matematika, 4(1), 79–87. https://doi.org/10.29407/jmen.v4i01.11998
Crossref
Richland, L. E., Stigler, J. W., & Holyoak, K. J. (2012). Teaching the conceptual structure of mathematics. Educational Psychologist, 47(3), 189–203. https://doi.org/10.1080/00461520.2012.667065
Crossref
Roehrig, G. H., Dare, E. A., Ellis, J. A., & Ring-Whalen, E. (2021). Beyond the basics: A detailed conceptual framework of integrated STEM. Disciplinary and Interdisciplinary Science Education Research, 3(1), Article 11. https://doi.org/10.1186/s43031-021-00041-y
Crossref
Roslani, & Nuriadin, I. (2022). Analysis of obstacles to learning mathematics online in view of constructivism theory. International Journal of Progressive Mathematics Education, 2(1), 15–23. https://doi.org/10.22236/ijopme.v2i1.8812
Crossref
Skilling, K., & Stylianides, G. J. (2020). Using vignettes in educational research: A framework for vignette construction. International Journal of Research & Method in Education, 43(5), 541–556. https://doi.org/10.1080/1743727X.2019.1704243
Crossref
Star, J. R., & Stylianides, G. J. (2013). Procedural and conceptual knowledge: Exploring the gap between knowledge type and knowledge quality. Canadian Journal of Science, Mathematics and Technology Education, 13(2), 169–181. https://doi.org/10.1080/14926156.2013.784828
Crossref
Susanti, E., Murni, A., & Anggraini, R. D. (2015). Upaya meningkatkan kemampuan pemahaman matematis peserta didik kelas X Mia 2 MAN 2 Model Pekanbaru melalui penerapan discovery learning. Jurnal Online Mahasiswa (JOM) Bidang Keguruan Dan Ilmu Pendidikan, 2(2), 1–11.
Vogel, O., & Hunecke, M. (2024). Fostering knowledge integration through individual competencies: The impacts of perspective taking, reflexivity, analogical reasoning and tolerance of ambiguity and uncertainty. Instructional Science, 52(2), 227–248. https://doi.org/10.1007/s11251-023-09653-5
Crossref
Yanti, F., Bayu Nugroho, P., & Gunawan, W. (2022). Analysis of learning difficulties of class XI students at SMK Muhammadiyah Kotabumi. International Journal of Progressive Mathematics Education, 2(1), 24–34. https://doi.org/10.22236/ijopme.v2i1.8899
Crossref
Crossref
Amador, J. M. (2017). Preservice teachers’ video simulations and subsequent noticing: A practice-based method to prepare mathematics teachers. Research in Mathematics Education, 19(3), 217–235. https://doi.org/10.1080/14794802.2017.1315317
Crossref
Amador, J. M., & Carter, I. S. (2018). Audible conversational affordances and constraints of verbalizing professional noticing during prospective teacher lesson study. Journal of Mathematics Teacher Education, 21(1), 5–34. https://doi.org/10.1007/s10857-016-9347-x
Crossref
Amidon, J., Chazan, D., Grosser-Clarkson, D., & Fleming, E. (2017). Commentary: Meet me in Azul’s room: Designing a virtual field placement for learning to teach mathematics. Mathematics Teacher Educator, 6(1), 52–66. https://doi.org/10.5951/mathteaceduc.6.1.0052
Crossref
Auslander, S. S., Smith, S. Z., Smith, M. E., & Myers, K. (2020). A case study of elementary teacher candidates’ preparation for a high stakes teacher performance assessment. Journal of Mathematics Teacher Education, 23(3), 269–291. https://doi.org/10.1007/s10857-018-09422-z
Crossref
Boote, S. K., & Boote, D. N. (2018). ABC problem in elementary mathematics education: Arithmetic before comprehension. Journal of Mathematics Teacher Education, 21(2), 99–122. https://doi.org/10.1007/s10857-016-9350-2
Crossref
Budi Lestari, A. S., Aisah, S., Supriyo, & Aufin, M. (2022). Apakah keaktifan siswa dapat ditingkatkan melalui pembelajaran kooperatif dengan metode guided discovery learning?. International Journal of Progressive Mathematics Education, 2(1), 1–14. https://doi.org/10.22236/ijopme.v2i1.8847
Crossref
Butturi, M. A., Lolli, F., Sellitto, M. A., Balugani, E., Gamberini, R., & Rimini, B. (2019). Renewable energy in eco-industrial parks and urban-industrial symbiosis: A literature review and a conceptual synthesis. Applied Energy, 255, 113825. https://doi.org/10.1016/j.apenergy.2019.113825
Crossref
Callejo, M. L., & Zapatera, A. (2017). Prospective primary teachers’ noticing of students’ understanding of pattern generalization. Journal of Mathematics Teacher Education, 20(4), 309–333. https://doi.org/10.1007/s10857-016-9343-1
Crossref
Chen, R. J. (2017). Prospective elementary teachers’ aesthetic experience and relationships to mathematics. Journal of Mathematics Teacher Education, 20(3), 207–230. https://doi.org/10.1007/s10857-015-9329-4
Crossref
Duffin, J. M., & Simpson, A. (2000). A search for understanding. The Journal of Mathematical Behavior, 18(4), 415–427. https://doi.org/10.2307/214911
Crossref
Durkin, K., Star, J. R., & Rittle-Johnson, B. (2017). Using comparison of multiple strategies in the mathematics classroom: Lessons learned and next steps. ZDM Mathematics Education, 49(4), 585–597. https://doi.org/10.1007/s11858-017-0853-9Crossref
Duval, R. (2006). A cognitive analysis of problems of comprehension in a learning of mathematics. Educational Studies in Mathematics, 61(1), 103–131. https://doi.org/10.1007/s10649-006-0400-z
Crossref
English, L. D. (2017). Advancing elementary and middle school STEM education. International Journal of Science and Mathematics Education, 15(1), 5–24. https://doi.org/10.1007/s10763-017-9802-x
Crossref
Eryanti, I., Sallah, E. K., & Gakuba, E. (2022). Analysis of algebraic thinking ability of vocational high school students in solving SPLDV problems. International Journal of Progressive Mathematics Education, 2(1), 35–47. https://doi.org/10.22236/ijopme.v2i1.8878
Crossref
Febriani, P., Widada, W., & Herawaty, D. (2019). Pengaruh pembelajaran matematika realistik berbasis etnomatematika terhadap kemampuan pemahaman konsep matematika siswa SMA Kota Bengkulu. Jurnal Pendidikan Matematika Raflesia, 4(2), 120–135.
Fujita, T., & Jones, K. (2007). Learners’ understanding of the definitions and hierarchical classification of quadrilaterals: Towards a theoretical framing. Research in Mathematics Education, 9(1), 3–20. https://doi.org/10.1080/14794800008520167
Crossref
Gentner, D., Loewenstein, J., & Thompson, L. (2003). Learning and transfer: A general role for analogical encoding. Journal of Educational Psychology, 95(2), 393–408. https://doi.org/10.1037/0022-0663.95.2.393
Crossref
Gentner, D., & Smith, L. A. (2013). Analogical learning and reasoning. In D. Reisberg (Ed.), The Oxford handbook of cognitive psychology (pp. 668–681). Oxford University Press. https://doi.org/10.1093/oxfordhb/9780195376746.013.0042
Crossref
Gray, M. E., & Holyoak, K. J. (2021). Teaching by analogy: From theory to practice. Mind, Brain, and Education, 15(3), 250–263. https://doi.org/10.1111/mbe.12288
Crossref
Herbst, P., Fujita, T., Halverscheid, S., & Weiss, M. (2017). The learning and teaching of geometry in secondary schools: A modeling perspective. Routledge. https://doi.org/10.4324/9781315267593
Crossref
Holmlund, T. D., Lesseig, K., & Slavit, D. (2018). Making sense of “STEM education” in K-12 contexts. International Journal of STEM Education, 5(1), Article 32. https://doi.org/10.1186/s40594-018-0127-2
Crossref
Holton, J. A. (2007). The coding process and its challenges. In A. Bryant & K. Charmaz (Eds.), The SAGE handbook of grounded theory (pp. 265–289). SAGE. https://doi.org/10.4135/9781848607941
Crossref
Ike, F., & Suhendri, H. (2021). Analisis Kemampuan Pemahaman Konsep Matematis Siswa Kelas V Pada Materi Kubus Dan Balok. International Journal of Progressive Mathematics Education, 1(2), 161–183. https://doi.org/10.22236/ijopme.v1i2.7308
Crossref
Karim, A., Soebagyo, J., & Edy Purwanto, S. (2021). Stochastic Block Model Reveals Maps of In Applied Mathematics Studies Using VOS Viewer. International Journal of Progressive Mathematics Education, 1(2), 127–142. https://doi.org/10.22236/ijopme.v1i2.6917
Crossref
Kelley, T. R., & Knowles, J. G. (2016). A conceptual framework for integrated STEM education. International Journal of STEM Education, 3(1), Article 11. https://doi.org/10.1186/s40594-016-0046-z
Crossref
Keogh, B., & Naylor, S. (1999). Concept cartoons, teaching and learning in science: An evaluation. International Journal of Science Education, 21(4), 431–446. https://doi.org/10.1080/095006999290642
Crossref
Krathwohl, D. R. (2002). A revision of Bloom’s taxonomy: An overview. Theory into Practice, 41(4), 212–218. https://doi.org/10.1207/s15430421tip4104_2
Crossref
Larkin, K., & Lowrie, T. (2023). Teaching approaches for STEM integration in pre- and primary school: A systematic qualitative literature review. International Journal of Science and Mathematics Education, 21(Suppl 1), 11–39. https://doi.org/10.1007/s10763-023-10362-1
Crossref
Lyons, T. (2020). Seeing through the acronym to the nature of STEM. Curriculum Perspectives, 40(2), 225–231. https://doi.org/10.1007/s41297-020-00108-2
Crossref
Matthews, M. R. (Ed.). (2014). International handbook of research in history, philosophy and science teaching. Springer. https://doi.org/10.1007/978-94-007-7654-8
Crossref
Momsen, J., Bray, E. S., Wyse, S., & Long, T. (2022). Using systems and systems thinking to unify biology education. CBE—Life Sciences Education, 21(2), 1–11. https://doi.org/10.1187/cbe.21-05-0118
Crossref
Nada, Q., & Prasetyo Aji, P. (2022). Analisis kemampuan pemecahan masalah peserta didik SMA pada materi eksponensial. International Journal of Progressive Mathematics Education, 2(1), 48–65. https://doi.org/10.22236/ijopme.v2i1.8880
Crossref
Pérez-Escobar, J. A. (2023). A new role of mathematics in science: Measurement normativity. Measurement, 223, 113631. https://doi.org/10.1016/j.measurement.2023.113631
Crossref
Pranata, E. (2016). Implementasi model pembelajaran group investigation (GI) berbantuan alat peraga untuk meningkatkan kemampuan pemahaman konsep matematika. JPMI (Jurnal Pendidikan Matematika Indonesia), 1(1), 34–38. https://doi.org/10.26737/jpmi.v1i1.80
Crossref
Pringle, R. M., Lord, C. G., & Sheppard, T. D. (2020). Secondary STEM learning. In C. C. Johnson, M. J. Mohr-Schroeder, T. J. Moore, & L. D. English (Eds.), Handbook of research on STEM education (pp. 115–127). Routledge. https://doi.org/10.4324/9780429021381-12
Crossref
Rahayu, W. D., Rohaeti, E. E., & Yuliani, A. (2018). Analisis kemampuan pemahaman matematik siswa MTs di Kabupaten Bandung Barat. Jurnal Math Educator Nusantara: Wahana Publikasi Karya Tulis Ilmiah Di Bidang Pendidikan Matematika, 4(1), 79–87. https://doi.org/10.29407/jmen.v4i01.11998
Crossref
Richland, L. E., Stigler, J. W., & Holyoak, K. J. (2012). Teaching the conceptual structure of mathematics. Educational Psychologist, 47(3), 189–203. https://doi.org/10.1080/00461520.2012.667065
Crossref
Roehrig, G. H., Dare, E. A., Ellis, J. A., & Ring-Whalen, E. (2021). Beyond the basics: A detailed conceptual framework of integrated STEM. Disciplinary and Interdisciplinary Science Education Research, 3(1), Article 11. https://doi.org/10.1186/s43031-021-00041-y
Crossref
Roslani, & Nuriadin, I. (2022). Analysis of obstacles to learning mathematics online in view of constructivism theory. International Journal of Progressive Mathematics Education, 2(1), 15–23. https://doi.org/10.22236/ijopme.v2i1.8812
Crossref
Skilling, K., & Stylianides, G. J. (2020). Using vignettes in educational research: A framework for vignette construction. International Journal of Research & Method in Education, 43(5), 541–556. https://doi.org/10.1080/1743727X.2019.1704243
Crossref
Star, J. R., & Stylianides, G. J. (2013). Procedural and conceptual knowledge: Exploring the gap between knowledge type and knowledge quality. Canadian Journal of Science, Mathematics and Technology Education, 13(2), 169–181. https://doi.org/10.1080/14926156.2013.784828
Crossref
Susanti, E., Murni, A., & Anggraini, R. D. (2015). Upaya meningkatkan kemampuan pemahaman matematis peserta didik kelas X Mia 2 MAN 2 Model Pekanbaru melalui penerapan discovery learning. Jurnal Online Mahasiswa (JOM) Bidang Keguruan Dan Ilmu Pendidikan, 2(2), 1–11.
Vogel, O., & Hunecke, M. (2024). Fostering knowledge integration through individual competencies: The impacts of perspective taking, reflexivity, analogical reasoning and tolerance of ambiguity and uncertainty. Instructional Science, 52(2), 227–248. https://doi.org/10.1007/s11251-023-09653-5
Crossref
Yanti, F., Bayu Nugroho, P., & Gunawan, W. (2022). Analysis of learning difficulties of class XI students at SMK Muhammadiyah Kotabumi. International Journal of Progressive Mathematics Education, 2(1), 24–34. https://doi.org/10.22236/ijopme.v2i1.8899
Crossref
Authors
kristia, D., & Absori, M. N. (2024). Profil pemahaman konsep siswa pada siswa kelas VII : materi aritmetika sosial. International Journal of Progressive Mathematics Education, 4(1), 1–15. https://doi.org/10.22236/ijopme.v4i1.8875
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