Assessing cognitive obstacles in learning number concepts: Insights from preservice mathematics teachers Nia Kania, Aep Saepudin, Ferit Gürbüz Jramathedu, 2025 Persistent difficulties in learning abstract algebraic concepts—particularly among preservice mathematics teachers—continue to hinder students’ mathematical development. While prior studies have documented general misconceptions, few have grounded their analysis in comprehensive learning theories. Addressing this gap, the present study adopts the APOS (Action, Process, Object, Schema) theoretical framework to examine the cognitive obstacles encountered in understanding logarithmic, matrix, and quadratic function concepts. This qualitative study employed a descriptive case study design involving six preservice mathematics teachers with varying levels of mathematical ability (high, moderate, and low). Data were collected through written responses, semi-structured interviews, classroom observations, and cognitive mapping. The findings revealed that most participants were at the action stage, relying on procedural steps without deep conceptual understanding. Key cognitive obstacles included errors in applying logarithmic properties, difficulties integrating logarithms with matrices, and an inability to perceive systems of equations as unified entities. Group discussions proved effective in helping participants transition through the learning stages. Collaborative interactions enabled participants to identify errors, correct misconceptions, and strengthen conceptual understanding through reflection and validation. Furthermore, the use of visual tools, graphical representations, and real-world contexts supported deeper conceptual integration. This study underscores the importance of implementing APOS-based instructional strategies, including group discussions, exploratory exercises, and problem-based learning, to facilitate transitions between stages. The implications of these findings highlight the need for developing APOS-based diagnostic tools and innovative instructional designs to address cognitive obstacles effectively.
THE MEASUREMENT OF HIGHER-ORDER THINKING SKILLS: A SYSTEMATIC LITERATURE REVIEW Nia Kania, Yaya Sukjaya Kusumah Malaysian Journal of Learning and Instruction, 2025 Purpose - This article comprehensively examines the existing body of literature about the assessment tools employed for evaluating higher-order thinking skills (HOTS) in mathematics within the last five years. The study endeavors to offer a comprehensive overview of measuring instruments for HOTS in mathematics, utilizing precise and up-to-date global data. Methodology - The research adheres to the PRISMA methodology, employing the systematic literature review (SLR) technique, encompassing ten distinct steps. By utilising the Scopus database, this review comprehensively analyses 18 scholarly articles written in English. Findings - The results emphasize the significance of implementing a thorough evaluation approach that integrates standardized exams alongside other assessment methods to measure students' cognitive capacities in advanced mathematical reasoning precisely. The tendencies that have been observed provide valuable insights for the development of evaluation tools that can effectively measure effectiveness in many academic domains. Educators can augment instructional efficacy and foster heightened levels of cognitive reasoning in students by comprehending the equilibrium between evaluative and non-evaluative elements, while recognizing the significance of Bloom's taxonomy. Furthermore, this research presents opportunities for additional investigation, enabling scholars to delve into novel approaches and metrics, thus contributing to breakthroughs in education and improving student proficiencies in critical thinking and problem-solving. Significance – This research provides the opportunity to enhance our comprehension of incorporating higher-order thinking skills in education, thereby promoting holistic cognitive growth.
DEVELOPMENT SKY CLASS APPLICATION TO CALCULATE TURTLE USING THE CONCEPT OF NUMBER PATTERNS: PRELIMINARY PHASE Journal of Engineering Science and Technology, 2024
Does self-concept affect mathematics learning achievement? Nia Kania, Dadang Juandi Journal of Education and Learning, 2023 Students who study at home certainly affect their self-concept. Their study found that knowledge of distance learning affects the perceived usefulness of this process. This study described self-concept has an influence on learning achievement in mathematics. The type of research used in this study was descriptive quantitative research to determine the relationship between students’ self-concept and learning achievement in mathematics. This research was conducted in class 8 of State Junior High School (SMPN) 1 Palasah, Indonesia with 151 students as respondents. The self-concept data was obtained from a study questionnaire that had previously estimated its validity and reliability. This analysis is used to explain the data in the form of standard deviation, average, and low score. Self-concept is categorized into three categories (high, medium, and low). Self-concept is categorized into two kinds, namely positive self-concept, and negative self-concept. Categorization of self-concept can also be divided into three kinds. A high self-concept is also called a more positive self-concept, a moderate self-concept is also called a positive self-concept, and a low self-concept is also called a negative self-concept. Therefore, when students have a positive self-concept, it affects learning achievement positively as students needhaveaves to have a self-concept in learning mathematics.
GENERALIZATIONS AND ANALOGICAL REASONING OF JUNIOR HIGH SCHOOL VIEWED FROM BRUNER'S LEARNING THEORY Lilis Marina Angraini, Vahid Norouzi Larsari, Ilham Muhammad, Nia Kania Infinity Journal, 2023 Inductive reasoning has an important role in mathematics learning. It includes making generalizations and analogical reasoning. While a generalization explains the relationship between several concepts applied in more general situations, analogical reasoning compares two things. This research is qualitative and descriptive. It reviews and describes the mathematical reasoning abilities of junior high school students based on Bruner's learning theory. It was conducted at one of the junior high schools in Pekanbaru in the eighth grade in the 2022/2023 academic year, involving 70 students. The students were divided into three categories of prior mathematical knowledge: low, medium, and high. The instruments used to obtain data on how mathematical reasoning abilities relate to Bruner's learning theory in this study were (1) a test of mathematical reasoning abilities and 2) an interview guide. The results show that the average mathematical reasoning abilities of the eighth graders in this study were very high for the material on arithmetic sequences and series and low for the material on geometric sequences and series. However, the eight grade students' average generalizing and analogical reasoning abilities were quite good for both materials.
How to Learning Arithmetic Sequences with Project-Based Learning in Terrace Culture? Iik Nurhikmayati, Nia Kania Mathematics Education Journal, 2021 Integrating mathematics into local culture is a way to enhance students' interest in local wisdom. The concept of mathematics is explored to find out the existence of mathematics in society's culture which has not been seen so far. The Mathematical concept is used to explore the existence of mathematics in terrace culture on the Panyaweuyan terrace of Majalengka city. This study to describe the result of exploratory project-based learning of the Panyaweuyan terrace with this kind of exploratory research. The exploring of the relationship between the terrace culture of panyaweuyan and concept mathematics, especially in the concept of arithmetic sequences is analyzed and described through literature studies, observation, and interviews with 4 informants who are local farmers. The results that there is a relationship between the arithmetic sequence concept with the local culture of Panyaweuyan Majalengka city. The results of the study stated that each mound on each step on the Panyeweuyan terraces was formed through an arithmetic sequence formula. Farmers in Panyaweuyan terraces are naturally able to make terraces according to the arithmetic sequence formula without knowing the basics of mathematics. Therefore, the concept of mathematics is part of local culture which has an important role in preserving the nation's culture.
Pre-service mathematics teachers' experiences of teaching practice in function composition N Kania, I Nurhikmayati, V Suciawati Journal of Physics Conference Series, 2020 Generally, teaching practice is carried out as a conceptual decision in achieving the vision and mission of tertiary institutions and each faculty in an effort to produce qualified teacher candidates who are ready to deal directly with the community or school. The research aims to description performance students’ math education at Majalengka University in teaching practice. The approach used was a qualitative case study in students’ math education at Universitas Majalengka. Data sources sourced from the students’ math education who establish teaching practice at school partner academic year 2018/2019, teacher and student school partner. The results show that observation provides a lot of information that is very useful for prospective teachers to develop their competencies. Next, participated in teaching practice does not get many a chance to practicing and they shall not find special guidance from tutor teachers. Participated in teaching practice would be able to execute study practice independent learning. Furthermore, experiences within were making plans for the implementation of a lesson (RPP) has got a good deal. Participated in teaching practice had a wealth of experience in their activities to get extra on the school. The achievement of competence would be good enough. Participated in teaching practice is still following a lecture once at the campus. Lastly, participated in teaching practice need to improve its ability in using the learning methods and the media learning to promote disorder too.
Student mathematical anxiety: Investigation on problem based learning M G Jatisunda, N Kania, V Suciawati, D S Nahdi Journal of Physics Conference Series, 2020 Problem-based learning is an alternative for students to exercise problem-solving ability. During the mathematics learning process, students also experience mathematics anxiety which prevents them to perform well. This study aims to explore the students’ mathematics anxiety in the problem-based learning process. Based on previous studies, problem-based learning was designed to reduce mathematics anxiety. This research is qualitative research with a phenomenology approach. The phenomenological research was examined based on the experience of the participants attending the mathematics classes with problem-based learning. In this study, we chose the subjects by considering the results of mathematics anxiety tests and students’ physical characteristics that indicate the occurrence of mathematical anxiety. The results found that students with high and moderate mathematics anxiety showed physical characteristics of mathematical anxiety observed during the problem-based learning process. After conducting in-depth interviews with the subjects, it was found that they had difficulty with the mathematics problems given. Finally, we concluded that the selection of mathematical problems given with the hope that it will reduce mathematical anxiety turns out to cause mathematical anxiety. It then affected their work that has not succeeded in solving the mathematics problems.
RECENT SCHOLAR PUBLICATIONS
Unravelling the challenges: A review of Scopus-indexed literature on students’ difficulties in learning mathematics across educational levels H Mahmudah, DD Hariri, FS Wibawa, N Kania Journal of Mathematics and Science Teacher 6 (1) , 2026 2026 Citations: 3
Berpikir Tingkat Tinggi dalam Pembelajaran Matematika N Kania EDUPEDIA Publisher, 1-298 , 2025 2025
The Role of Ethnomathematical Context in Geometric Reasoning: A Van Hiele-Based Analysis of Indonesian Eighth-Graders FS Wibawa, N Kania Jurnal Pendidikan Progresif 15 (4), 2400-2422 , 2025 2025 Citations: 1
Exploring Creative Thinking in Probability Through Polya’s Framework and Contextual Learning H Mahmudah, N Kania Mosharafa: Jurnal Pendidikan Matematika 14 (4), 1061-1078 , 2025 2025
Designing contextual worksheets to measure creative thinking skills in mathematics on probability H Mahmudah, I Nurhikmayati, N Kania, Y Yasir Union: Jurnal Ilmiah Pendidikan Matematika 13 (3), 859-874 , 2025 2025
Bridging mathematics and culture: A systematic review of indigenous mathematical concepts in Indonesian traditions FS Wibawa, DD Hariri, H Mahmudah, N Kania Contemporary Mathematics and Science Education 6 (2), ep25013 , 2025 2025 Citations: 10
Peningkatan Literasi Digital Guru melalui Pelatihan Pembuatan E-Module Interaktif Berbasis Aplikasi Book Creator di PKBM Hati Nurani Bangsa N Kania, LM Angraini, DD Hariri, H Mahmudah, FS Wibawa INCOME: Indonesian Journal of Community Service and Engagement 4 (3), 184-197 , 2025 2025 Citations: 5
Mapping Critical Thinking Skills through Newman’s Error Analysis in Secondary Students’ Problem-Solving DD Hariri, N Kania Jurnal Pendidikan MIPA 26 (3), 1464-1478 , 2025 2025 Citations: 3
E-BOOK STATISTIKA BERKONTEKS KEBUDAYAAN INDONESIA N Kania, LM Angraini, DD Hariri, H Mahmudah, FS Wibawa EDUPEDIA Publisher, 1-57 , 2025 2025
Assessing cognitive obstacles in learning number concepts: Insights from preservice mathematics teachers N Kania, A Saepudin, F Gürbüz JRAMathEdu (Journal of Research and Advances in Mathematics Education 10 (3 … , 2025 2025 Citations: 5
Inovasi Pembelajaran: Untuk Generasi Masa Kini R Rasidi, A Sukamto, AA Nugroho, S Prabandari, OM Lambonan, ... EDUPEDIA Publisher, 1-224 , 2025 2025
Phenomenological Hermeneutic Study on the Epistemological Obstacles of High School Students in Solving Combinatorics Problems T Nopriana, S Asnawati, N Kania Southeast Asian Mathematics Education Journal 15 (1), 71-86 , 2025 2025 Citations: 1
Developing teaching materials to enhance critical thinking skills through group investigation in composite functions A Apriliani, N Kania, N Umar International Journal of Applied Learning and Research in Algebra, 19-34 , 2025 2025 Citations: 5
The impact of the discovery learning model on mathematical communication skills and study habits of junior high school students I Faridayanti, A Nasrullah, A Hidayat, N Kania Indonesian Journal of Teaching and Learning, 16-29 , 2025 2025 Citations: 11
Designing a Geometry Examination Framework to Evaluate Higher-Order Thinking Skills N Kania, I Nurhikmayati, VN Larsari International Journal of Geometry Research and Inventions in Education 2 (01 … , 2025 2025 Citations: 2
Utilisation of Mobile Learning in Mathematics Education: A Bibliometric Analysis Using The Scopus Database N Kania, Z Arifin, R Rismayani, E Bonyah Progressive of Cognitive and Ability 4 (1), 8-21 , 2025 2025 Citations: 3
The Measurement of Higher-Order Thinking Skills: A Systematic Literature Review. N Kania, YS Kusumah Malaysian Journal of Learning and Instruction 22 (1), 97-116 , 2025 2025 Citations: 27
Unraveling the Connection: A Systematic Review of Learning Styles and Mathematics Achievement. DD Hariri, H Mahmudah, FS Wibawa, N Kania Pedagogical Research 10 (1) , 2025 2025 Citations: 16
Global and Multicultural Education: A Necessity in the Globalization Era R Rismayani, N Kania Journal of Literature Language and Academic Studies 3 (3), 118-122 , 2024 2024 Citations: 5
MOBILE TECHNOLOGY Mengubah Wajah Pendidikan dengan Teknologi N Kania, YS Kusumah, JA Dahlan, E Nurlaelah EDUPEDIA Publisher, 1-172 , 2024 2024
MOST CITED SCHOLAR PUBLICATIONS
Alat peraga untuk memahami konsep pecahan N Kania Jurnal THEOREMS (The Original Research of Mathematics) 2 (2) , 2018 2018 Citations: 107
Analysis of students' critical thinking skills based on prior knowledge mathematics N Kania, C Fitriani, E Bonyah International Journal of Contemporary Studies in Education 2 (1) , 2023 2023 Citations: 90
Students' proficiency in computational thinking through constructivist learning theory LM Angraini, N Kania, F Gürbüz International Journal of Mathematics and Mathematics Education (IJMME) 2 (1 … , 2024 2024 Citations: 85
Integrasi nilai-nilai keislaman dalam pembelajaran matematika D Fitriyani, N Kania Prosiding Seminar Nasional Pendidikan 1, 346-352 , 2019 2019 Citations: 69
Constructing and providing content validity evidence through the Aiken's Vindex based on the experts' judgments of the instrument to measuremathematical problem-solving skills N Kania, YS Kusumah, JA Dahlan, E Nurlaelah, F Gürbüz, E Bonyah REID (Research and Evaluation in Education) 10 (1), 5 , 2024 2024 Citations: 60
Penggunaan model pembelajaran discovery learning untuk meningkatkan kemampuan pemecahan masalah pada siswa SMP DE Nurhasanah, N Kania, A Sunendar Jurnal Didactical Mathematics 1 (1), 301045 , 2018 2018 Citations: 60
Generalizations and analogical reasoning of junior high school viewed from Bruner's learning theory LM Angraini, VN Larsari, I Muhammad, N Kania Infinity Journal 12 (2), 291-306 , 2023 2023 Citations: 55
Penggunaan alat peraga dalam pembelajaran matematika di sekolah dasar M Sagita, N Kania Prosiding Seminar Nasional Pendidikan 1, 570-576 , 2019 2019 Citations: 54
Does self-concept affect mathematics learning achievement? N Kania, D Juandi Journal of Education and Learning (EduLearn) 17 (3), 455~461 , 2023 2023 Citations: 51
Pendidikan di Era Digital V Yustitia, Khaerani, R Permana, I Lestari, MS Kau, DI Prasetyaningrum, ... 2024 Citations: 49
Bibliometric analysis using R studio: Twenty-Eight years of virtual reality research in math teaching N Kania, YS Kusumah ETLTC-ICETM2023 International Conference Proceedings 2909 (AIP Conf. Proc … , 2023 2023 Citations: 49
Aplikasi Macromedia flash untuk Meningkatkan Pemahaman Konsep Matematika Siswa N Kania, Z Arifin JNPM (Jurnal Nasional Pendidikan Matematika) 4 (1), 96-109 , 2020 2020 Citations: 48
Efektivitas alat peraga konkret terhadap peningkatan visual thinking siswa N Kania Jurnal THEOREMS (The Original Research of Mathematics) 1 (2) , 2017 2017 Citations: 46
Kompetensi matematika: Kemampuan pemecahan masalah matematis siswa menurut Polya N Kania, N Ratnawulan Journal of Research in Science and Mathematics Education 1 (1), 17-26 , 2022 2022 Citations: 34
Analisis kesulitan calon guru sekolah dasar dalam menyelesaikan soal pemecahan masalah matematis berdasarkan prosedur newman N Kania, Z Arifin SJME (Supremum Journal of Mathematics Education) 3 (1), 57-66 , 2019 2019 Citations: 31
Implementasi teori pemecahan masalah Polya dalam pembelajaran matematika N Kania, D Juandi, D Fitriyani Progressive of Cognitive and Ability 1 (1), 42-49 , 2022 2022 Citations: 29
The Measurement of Higher-Order Thinking Skills: A Systematic Literature Review. N Kania, YS Kusumah Malaysian Journal of Learning and Instruction 22 (1), 97-116 , 2025 2025 Citations: 27
Pelatihan Penelitian Tindakan Kelas Sebagai Bentuk Pengembangan Profesionalisme Guru E Santoso, N Kania, I Nurhikmayati, MG Jatisunda, V Suciawati BERNAS: Jurnal Pengabdian Kepada Masyarakat 2 (2), 504-509 , 2021 2021 Citations: 21
Analisis Kesalahan Mahasiswa PGSD Dalam Menyelesaikan Soal Pemecahan Masalah Matematis Berdasarkan George Polya N Kania Eduma: Mathematics Education Learning and Teaching 7 (1), 19-40 , 2018 2018 Citations: 20
Efektivitas Penggunaan Alat Peraga Maya (Virtual Manipulative) Terhadap Peningkatan Visual Thinking Siswa N Kania Jurnal Theorems 1 (1), 301709 , 2016 2016 Citations: 18
