International Journal of Geometry Research and Inventions in Education (Gradient)

Designing a Geometry Examination Framework to Evaluate Higher-Order Thinking Skills

Nia Kania — 2025-02-17

This study aims to develop a valid, practical, and effective instrument for assessing higher-order thinking skills (HOTS) in junior high school mathematics. Employing a research and development (R&D) approach, the study adapts Mardapi's (2008) development model, which includes nine stages. However, this research focuses on the first seven stages, leaving the final implementation to teachers in schools. The instrument was tested on 40 students at SMPN 2 Rajagaluh, Majalengka Regency. The validity analysis demonstrated that all V values exceeded 0.3, indicating strong content validity. Reliability testing yielded a Cronbach's Alpha score of 0.52, suggesting moderate internal consistency. The findings revealed that students' HOTS performance remains suboptimal, highlighting the need for targeted instructional strategies. Strengthening HOTS can be achieved through structured practice with complex problem-solving tasks. This study provides a robust framework for educators to assess and enhance students’ critical thinking abilities in mathematics.

Development of Three-Dimensional Space E-Module with Traditional Javanese Sundanese Culinary Ethnomathematics to Facilitate Students’ Mathematical Spatial Ability

Yunita Afiyanti — 2025-02-17

Mathematical spatial Ability is the ability of a person to imagine and represent a space. The lack of students' spatial mathematical abilities and the lack of variability of existing teaching materials to support mathematical learning became the background of this study. This study aims to produce e-modules using traditional Javanese Sundanese culinary ethnomathematics to facilitate students' valid, practical, and effective spatial mathematical abilities. The Research and Development method is used with the ADDIE development model (analyze, design, develop, implement, evaluate). The research was conducted on a limited basis by involving XII class students at one of the high schools in the Tajurhalang, Cibinong areas. The research instruments include expert validation sheets, student response metrics, and mathematical spatial ability tests. The results of this study show that the developed e-modules obtained very valid criteria based on expert validator assessments, were very practical based on student responses, and the results were valid. It is effective because students' spatial mathematical ability test results are higher than the school-designated Minimum Completeness Criteria (KKM), so e-modules are suitable for use in mathematical learning to facilitate students' spatial mathematical ability.

Students' Creative Thinking Abilities in Solid Geometry Topics

Koriah Kartika Putri — 2025-02-25

Creative thinking ability is an important ability for students and needed in future students. However, students’ creativity thinking ability in Indonesia is still low. This low ability is shown by the PISA results that put Indonesia in 63^rd place. This study aims to analyze students’ creative thinking skills in the material solid figure. The subjects of this study were 33 grade IX junior high school students. This research is a qualitative descriptive study. The data collection technique in this study is a description of the techniques of creative thinking ability questions that represent each indicator of mathematical creative thinking skills. The results showed that overall mathematical creative thinking abilities of students were at a sufficient level. Based on gender, there are differences in students’ creative mathematical thinking skills, where female students’ abilities are better than male students’. In addition, their indicator are not yet well developed, namely elaboration.

Analysis of Students' Errors in Solving Surface Area Problems of Spherical Solids Based on Newman’s Error Analysis Theory

Alifah Azkiana — 2025-02-25

The topic of curved surface solids, especially the surface area of a sphere, is essential for solving contextual mathematical problems. However, limited research has examined students’ difficulties in this area, particularly using Newman's Error Analysis (NEA). This qualitative study aims to identify and analyze students’ errors in solving surface area problems of spheres through NEA. Five 9th-grade students from a public junior high school in Cirebon were selected via purposive sampling. Data were collected through tests and interviews, then analyzed descriptively based on Newman's stages. Triangulation and member checking ensured data validity. Results show that the most frequent errors occurred in the final answer stage, where students failed to reach the correct solution. Errors in process skills were also significant—students could choose the correct formula but struggled with calculations. These findings suggest a need for improved instructional strategies that emphasize conceptual understanding and process fluency. Interactive teaching, visual aids, and targeted practice can help students better comprehend spherical geometry. The study underscores the importance of addressing specific learning obstacles to enhance students’ mathematical problem-solving skills.

Mathematical Communication Skills of Junior High School Students: Challenges and Opportunities in Triangle Material

Nur Hafizah — 2025-02-25

Mathematical communication skills are crucial for developing students' critical thinking in mathematics learning; however, many students still struggle in this area. This study aims to analyze students' mathematical communication skills on the topic of triangles. The research employed a descriptive qualitative method with six students as the research subjects. Data were collected through essay tests and interviews. The results show that overall, students' mathematical communication skills are categorized as high, with one indicator classified as very high, namely the ability to create models of situations or problems using oral, written, concrete, graphical, and algebraic methods. Three indicators are categorized as high: reflecting real objects, images, and diagrams into mathematical ideas; reading and understanding mathematical representations; and making conjectures, constructing arguments, and generalizing. One indicator is categorized as low, namely the ability to express daily events in mathematical language or symbols. Students tend to have difficulty connecting contextual problems to mathematical symbols. These findings highlight the importance of enhancing students' mathematical communication skills in the learning process.