Pembinaan Proses Kognitif dalam Pemodelan Matematika Siswa SMA Sebagai Upaya Peningkatan Prestasi
DOI:
https://doi.org/10.30640/cakrawala.v5i2.6311Keywords:
Coaching, Cognitive Processes, Learning Interest, Mathematical Modelling, Mathematics OlympiadAbstract
SMA Muhammadiyah 4 Balong has limited human resources (HR). As a result of this shortage of human resources, students' interest in learning mathematics is low, let alone to excel. The purpose of this service activity is to improve students' cognitive abilities in modelling so that students have an interest in achieving. This activity was carried out with a discussion model and assistance from the study programme to assist students in improving students' cognitive processes in mathematical modelling. The targets of this mentoring activity are SMA 4 Muhammadiyah Balong students in grades X, XI and XII of the 2023/2024 academic year. The team carried out the service starting with coordinating with the school to determine the technical implementation of mentoring activities. Followed by the service team developing strategies and teaching materials for mentoring activities that will be carried out. Then the implementation of student mentoring on an ongoing basis for 3 months every week. Then student coaching is carried out by practicing solving Olympiad questions. Finally, the evaluation stage of the results of the service implementation. The results obtained improved students' cognitive processes in mathematical modelling. However, the results did not increase significantly, perhaps because the implementation of mentoring was less conducive due to concurrent agendas, such as the implementation of the principal's performance appraisal and also the final exam for class XII.
References
Anugraheni, I., Gufron, A., & Purnomo, Y. W. (2025). The impact of realistic problem-based learning on mathematical connection abilities: Evidence from elementary schools in Indonesia. Cogent Education, 12(1). https://doi.org/10.1080/2331186X.2025.2523078
Appiah, J. B., Korkor, S., Arthur, Y. D., & Obeng, B. A. (2022). Mathematics achievement in high schools: The role of the teacher-student relationship, students’ self-efficacy, and students’ perception of mathematics. International Electronic Journal of Mathematics Education, 17(3). https://doi.org/10.29333/iejme/12056
Asempapa, R. S., Sturgill, D. J., & Adabor, J. K. (n.d.). Mathematical modeling: A teaching and learning strategy in school mathematics.
Febrianti, S., Aniswita, & Fernandes, R. (2023). Minat belajar matematika siswa kelas XII TKJ di SMK Pembina Bangsa Bukittinggi. Ar-Riyadhiyyat: Journal of Mathematics Education, 3(2), 105–113. https://doi.org/10.47766/arriyadhiyyat.v3i2.957
Fitriana, I. N., & Mampouw, H. L. (2019). Skema kognitif siswa dalam menyelesaikan soal peluang ditinjau dari pendekatan Polya. Mosharafa: Jurnal Pendidikan Matematika, 8(3), 353–364. https://doi.org/10.31980/mosharafa.v8i3.572
Hao, S., Pan, H., & Zhang, D. (2025). A process-oriented approach to assessing high school students’ mathematical problem-solving competence: Insights from multidimensional eye-tracking analysis. Education Sciences, 1–36. https://doi.org/10.3390/educsci15060761
Id, A. H. A., Alshalhoub, S. A., & Naji, M. A. (2021). Mathematics teachers’ reflective thinking: Level of understanding and implementation in their professional practices. PLOS ONE, 1–17. https://doi.org/10.1371/journal.pone.0258149
Lu, X., Kaiser, G., Zhu, Y., Ma, H., Yan, Y., & Kaiser, G. (2025). Mathematical creativity in modelling: Further development of the construct, its measurement, and its empirical implementation and flexible thinking necessary for identifying and solving. ZDM Mathematics Education, 365–379. https://doi.org/10.1007/s11858-025-01678-z
Mi, Q., Wu, X., & Yin, Z. (2025). Cognitive diagnosis of high school students’ set knowledge based on the DINA model. ECNU Review of Education, 4(1), 111–128. https://doi.org/10.1177/27527263251314206
Ovadiya, T. (2025). Fostering reflection and attention to enhance struggling students’ mathematical problem solving: A case study. Education Sciences. https://doi.org/10.3390/educsci15111538
Santos-Trigo, M. (2024). Problem solving in mathematics education: Tracing its foundations and current research-practice trends. ZDM Mathematics Education, 211–222. https://doi.org/10.1007/s11858-024-01578-8
Spooner, K., Nomani, J., & Cook, S. (2024). Improving high school students’ perceptions of mathematics through a mathematical modelling course. Teaching Mathematics and Its Applications, 43(1), 38–50. https://doi.org/10.1093/teamat/hrad001
Suh, J., Matson, K., Seshaiyer, P., Jamieson, S., & Tate, H. (2021). Mathematical modeling as a catalyst for equitable mathematics instruction: Preparing teachers and young learners with 21st century skills. Mathematics, 9(2), 162. https://doi.org/10.3390/math9020162
Sun, S., & Wu, X. (2023). A theoretical framework for a mathematical cognitive model for adaptive learning systems. Behavioral Sciences, 13(5), 406. https://doi.org/10.3390/bs13050406
Sundahry, S., Mufti, D., Guswita, R., & Novalia, R. J. (2022). Workshop pendampingan guru menghadapi anak berkebutuhan khusus (anak inklusi) di sekolah formal. Jurnal Pengabdian Pendidikan Masyarakat (JPPM), 3(2), 103–107. https://doi.org/10.52060/jppm.v3i2.862
Tambunan, H. (2020). Pemodelan matematika dalam pendidikan. Sepren, 2(1), 9. https://doi.org/10.36655/sepren.v2i1.344
Wei, Y., Zhang, Q., & Guo, J. (2022). Can mathematical modelling be taught and learned in primary mathematics classrooms: A systematic review of empirical studies. Education Sciences, 12(12), 923. https://doi.org/10.3390/educsci12120923
Whitehead, H. L., & Hawes, Z. (2023). Cognitive foundations of early mathematics: Investigating the unique contributions of numerical, executive function, and spatial skills. Journal of Intelligence, 11(12), 221. https://doi.org/10.3390/jintelligence11120221
Wiyoko, T., Putra, I. M., Sari, A. U., & Sartika, M. (2022). Pendampingan program belajar berbasis smart home di Desa Rasau. Jurnal Pengabdian Pendidikan Masyarakat (JPPM), 3(1), 7–13. https://doi.org/10.52060/jppm.v3i1.728
Xu, Z., & Li, S. (2025). Perceived cognitive activation strategies and mathematics academic performance: A moderated mediation model. SAGE Open, 1–15. https://doi.org/10.1177/21582440251385866
Zhang, J., Zhou, Y., Jing, B., & Pi, Z. (2024). Metacognition and mathematical modeling skills: The mediating roles of computational thinking in high school students. Journal of Intelligence, 12(6), 55. https://doi.org/10.3390/jintelligence12060055
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Uki Suhendar, Arta Ekayanti, Erika Eka Santi, Wawan Dwi Suharmanto, Siti Annisa
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
