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Junior High School Students’ Mathematical Thinking Ability on Set Theory Material Based on the APOS Theory

Edumatica : Jurnal Pendidikan Matematika · Vol. 16 No. 1 (2026) · hlm. 203–217

DOI
10.22437/edumatica.v16i1.51317
ISSN
2580-0779, 2088-2157
Terbit
2026-05-06
Penerbit
Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Jambi
Bahasa
en
Lisensi
creativecommons.org/licenses/by-nc-sa/4.0

Abstrak

Inggris

This study aimed to describe the mathematical thinking of seventh-grade students on set material and to interpret the dominant cognitive tendencies reflected in their responses through an APOS-informed perspective. This descriptive qualitative study involved 19 seventh-grade students at Srijaya Negara Junior High School in Palembang. Data were collected through a written test organized around four mathematical thinking indicators, namely specializing, generalizing, conjecturing, and convincing, as well as semi-structured interviews. In this study, APOS theory was used as an interpretive lens rather than as a strict one-to-one measurement framework. The results showed that, within the sampled group, students’ average mathematical thinking score was in the good category (69.80). Indicator-level analysis revealed the highest achievement in specializing (81.9%) and the lowest in convincing (59.0%). Qualitative analysis of selected students from contrasting performance levels showed that the higher-performing student provided more integrated explanations, the middle-performing student relied more on procedural responses with partial justification, and the interviewed student in the less category showed difficulty in responding to the conjecture-and-proof task, although time limitation also affected task completion. These findings suggest that students tended to perform better in representational and procedural tasks than in justification-oriented tasks. The study implies that mathematics learning on set material should provide greater support for reasoning, explanation, and justification.

Bahasa Indonesia

This study aimed to describe the mathematical thinking of seventh-grade students on set material and to interpret the dominant cognitive tendencies reflected in their responses through an APOS-informed perspective. This descriptive qualitative study involved 19 seventh-grade students at Srijaya Negara Junior High School in Palembang. Data were collected through a written test organized around four mathematical thinking indicators, namely specializing, generalizing, conjecturing, and convincing, as well as semi-structured interviews. In this study, APOS theory was used as an interpretive lens rather than as a strict one-to-one measurement framework. The results showed that, within the sampled group, students’ average mathematical thinking score was in the good category (69.80). Indicator-level analysis revealed the highest achievement in specializing (81.9%) and the lowest in convincing (59.0%). Qualitative analysis of selected students from contrasting performance levels showed that the higher-performing student provided more integrated explanations, the middle-performing student relied more on procedural responses with partial justification, and the interviewed student in the less category showed difficulty in responding to the conjecture-and-proof task, although time limitation also affected task completion. These findings suggest that students tended to perform better in representational and procedural tasks than in justification-oriented tasks. The study implies that mathematics learning on set material should provide greater support for reasoning, explanation, and justification.

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  • Sriwijaya University
  • Universitas Negeri Padang
  • Utrecht University
  • Indonesia University of Education
  • Universitas Dinamika Bangsa
  • Al Baha University
  • Universitas Islam Raden Rahmat Malang
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Rekan penulisOrganisasiArtikel bersama
Zulkardi ZulkardiSriwijaya University17
Ratu Ilma Indra PutriSriwijaya University12
Ratu IlmaSriwijaya University7
ZulkardiAfiliasi tidak diketahui3
Jaap den HertogUtrecht University3
MalalinaAfiliasi tidak diketahui2
Kurniabudi KurniabudiUniversitas Dinamika Bangsa2
Rahmat BudiartoAl Baha University2
Deris StiawanSriwijaya University2
Frans van GalenUtrecht University2
Fitri Maya PuspitaSriwijaya University1
Nadia Zuliaty SyaputriSriwijaya University1
Evi YulizaSriwijaya University1
Weni Dwi PratiwiSriwijaya University1
Yayan EryandiAfiliasi tidak diketahui1
Somakim SomakimSriwijaya University1
Wuli OktiningrumUniversitas Islam Raden Rahmat Malang1
Saliza Safta AssitiSriwijaya University1
Kamaliyah KamaliyahLambung Mangkurat University1
Lestariningsih LestariningsihUniversitas PGRI Delta1
Shahibul AhyanUniversitas Hamzanwadi1
Achmad Dhany FachrudinSriwijaya University1
Fridgo TasmanUniversitas Negeri Padang1
Zetra Hainul PutraRiau University1
Moch. LutfiantoSriwijaya University1
Rully Charitas Indra PrahmanaUniversitas Ahmad Dahlan1
Meryansumayeka MeryansumayekaSriwijaya University1
Puri PramudianiIndonesia University of Education1
Barbara Ann van AmeromIndonesia University of Education1
Yullys HelsaUniversitas Negeri Padang1
Kurnia Rahmi YubertaUniversitas Negeri Padang1

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Sumber metadata: OAI-PMH (metadata jurnal) https://online-journal.unja.ac.id/index.php/edumatica/oai, pertama di-harvest 6 Nov 2026, terakhir terlihat 8 Nov 2026.
Metadata asli (oai_dc) 
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	<dc:title xml:lang="en">Junior High School Students’ Mathematical Thinking Ability on Set Theory Material Based on the APOS Theory</dc:title>
	<dc:title xml:lang="id">Junior High School Students’ Mathematical Thinking Ability on Set Theory Material Based on the APOS Theory</dc:title>
	<dc:creator xml:lang="en">Rahman, Muhammad Ridho</dc:creator>
	<dc:creator xml:lang="en">Nurhalita, Nora</dc:creator>
	<dc:creator xml:lang="en">Sindi, Sindi</dc:creator>
	<dc:creator xml:lang="en">Hartono, Yusuf</dc:creator>
	<dc:creator xml:lang="en">Darmawijoyo, Darmawijoyo</dc:creator>
	<dc:creator xml:lang="id">Rahman, Muhammad Ridho</dc:creator>
	<dc:creator xml:lang="id">Nurhalita, Nora</dc:creator>
	<dc:creator xml:lang="id">Sindi, Sindi</dc:creator>
	<dc:creator xml:lang="id">Hartono, Yusuf</dc:creator>
	<dc:creator xml:lang="id">Darmawijoyo, Darmawijoyo</dc:creator>
	<dc:subject xml:lang="en">APOS theory</dc:subject>
	<dc:subject xml:lang="en">junior high school students</dc:subject>
	<dc:subject xml:lang="en">mathematical thinking ability</dc:subject>
	<dc:subject xml:lang="en">set theory</dc:subject>
	<dc:subject xml:lang="id">APOS theory</dc:subject>
	<dc:subject xml:lang="id">junior high school students</dc:subject>
	<dc:subject xml:lang="id">mathematical thinking ability</dc:subject>
	<dc:subject xml:lang="id">set theory</dc:subject>
	<dc:description xml:lang="en">This study aimed to describe the mathematical thinking of seventh-grade students on set material and to interpret the dominant cognitive tendencies reflected in their responses through an APOS-informed perspective. This descriptive qualitative study involved 19 seventh-grade students at Srijaya Negara Junior High School in Palembang. Data were collected through a written test organized around four mathematical thinking indicators, namely specializing, generalizing, conjecturing, and convincing, as well as semi-structured interviews. In this study, APOS theory was used as an interpretive lens rather than as a strict one-to-one measurement framework. The results showed that, within the sampled group, students’ average mathematical thinking score was in the good category (69.80). Indicator-level analysis revealed the highest achievement in specializing (81.9%) and the lowest in convincing (59.0%). Qualitative analysis of selected students from contrasting performance levels showed that the higher-performing student provided more integrated explanations, the middle-performing student relied more on procedural responses with partial justification, and the interviewed student in the less category showed difficulty in responding to the conjecture-and-proof task, although time limitation also affected task completion. These findings suggest that students tended to perform better in representational and procedural tasks than in justification-oriented tasks. The study implies that mathematics learning on set material should provide greater support for reasoning, explanation, and justification.</dc:description>
	<dc:description xml:lang="id">This study aimed to describe the mathematical thinking of seventh-grade students on set material and to interpret the dominant cognitive tendencies reflected in their responses through an APOS-informed perspective. This descriptive qualitative study involved 19 seventh-grade students at Srijaya Negara Junior High School in Palembang. Data were collected through a written test organized around four mathematical thinking indicators, namely specializing, generalizing, conjecturing, and convincing, as well as semi-structured interviews. In this study, APOS theory was used as an interpretive lens rather than as a strict one-to-one measurement framework. The results showed that, within the sampled group, students’ average mathematical thinking score was in the good category (69.80). Indicator-level analysis revealed the highest achievement in specializing (81.9%) and the lowest in convincing (59.0%). Qualitative analysis of selected students from contrasting performance levels showed that the higher-performing student provided more integrated explanations, the middle-performing student relied more on procedural responses with partial justification, and the interviewed student in the less category showed difficulty in responding to the conjecture-and-proof task, although time limitation also affected task completion. These findings suggest that students tended to perform better in representational and procedural tasks than in justification-oriented tasks. The study implies that mathematics learning on set material should provide greater support for reasoning, explanation, and justification.</dc:description>
	<dc:publisher xml:lang="en">Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Jambi</dc:publisher>
	<dc:date>2026-05-06</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
	<dc:type>info:eu-repo/semantics/publishedVersion</dc:type>
	<dc:type xml:lang="en">Peer-reviewed Article</dc:type>
	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://online-journal.unja.ac.id/edumatica/article/view/51317</dc:identifier>
	<dc:identifier>10.22437/edumatica.v16i1.51317</dc:identifier>
	<dc:source xml:lang="en">Edumatica : Jurnal Pendidikan Matematika; Vol. 16 No. 1 (2026): Edumatica: Jurnal Pendidikan matematika (April 2026); 203-217</dc:source>
	<dc:source xml:lang="id">Edumatica : Jurnal Pendidikan Matematika; Vol 16 No 1 (2026): Edumatica: Jurnal Pendidikan matematika (April 2026); 203-217</dc:source>
	<dc:source>2580-0779</dc:source>
	<dc:source>2088-2157</dc:source>
	<dc:language>en</dc:language>
	<dc:relation>https://online-journal.unja.ac.id/edumatica/article/view/51317/24215</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2026 Muhammad Ridho Rahman, Nora Nurhalita, Sindi Sindi, Yusuf Hartono, Darmawijoyo Darmawijoyo</dc:rights>
	<dc:rights xml:lang="en">http://creativecommons.org/licenses/by-nc-sa/4.0</dc:rights>
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