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HOW IS THE DYNAMIC THINKING PROCESS OF PROFICIENT’ STUDENTS IN SOLVING TRANSFORMATION GEOMETRY PROBLEMS?

Jurnal Ilmiah Ilmu Terapan Universitas Jambi · Vol. 9 No. 1 (2025) · pp. 441–451

DOI
10.22437/jiituj.v9i1.36804
ISSN
2580-2259, 2580-2240
Published
2025-02-18
Publisher
LPPM Universitas Jambi
Language
en
License
creativecommons.org/licenses/by/4.0

Abstract

Dynamic thinking is a crucial cognitive skill that enables students to solve complex problems in geometry effectively. This study investigates the characteristics of dynamic thinking among prospective mathematics teachers, focusing on the four key aspects: technique, conceptualization, monitoring, and perception. While previous research has identified these aspects, the specific problem-solving characteristics of dynamic thinking in mathematical contexts remain unexplored. This qualitative study was conducted at Tidar University, involving 54 prospective mathematics teachers identified as dynamic thinkers. Data were collected through a two-stage problem-solving test, structured observations, and in-depth interviews. The research instruments underwent a validation process to ensure reliability. Data analysis followed a systematic approach involving reduction, presentation, and verification to extract patterns of dynamic thinking among proficient problem solvers. The results indicate that students who exhibit proficient dynamic thinking demonstrate completeness and consistency in all four aspects. They effectively integrate multiple strategies, adapt their approaches in response to challenges, and maintain a reflective understanding of their problem-solving processes. Additionally, proficient dynamic thinkers show a higher degree of flexibility and spatial reasoning in geometry problems. This study contributes to the existing body of knowledge by identifying and describing the specific characteristics of dynamic thinking in mathematical problem-solving. The findings provide valuable insights for teacher education programs, emphasizing the need to cultivate dynamic thinking skills among prospective math educators. Future research can explore dynamic thinking across different mathematical domains and cognitive frameworks.

Keywords

Collaboration network of the authors

23 authors · 60 co-authorship links · 28 across different organisations

Hover or tap a name to highlight its co-authors. Double-click to open the author's page.

  • State University of Semarang
  • Universitas Tidar
  • Universitas Buana Perjuangan Karawang
  • University of Singaperbangsa Karawang
  • Universitas Swadaya Gunung Jati
  • Muhammadiyah University Purwokerto
  • Institut Agama Islam Negeri Curup
  • Other organisations
  • Affiliation unknown
  • Different organisations
  • Same organisation
  • Affiliation unknown
  • Thicker line = more joint articles · bigger circle = more articles
Show as table
Co-authorOrganisationJoint articles
Yohanes Leonardus SukestiyarnoState University of Semarang3
Adi Nur CahyonoState University of Semarang2
Setiyani .Affiliation unknown1
Iwan JunaediState University of Semarang1
Lathifatun Ni’mahAffiliation unknown1
Andes Safarandes AsmaraUniversitas Buana Perjuangan Karawang1
Hardi SuyitnoState University of Semarang1
Iwan JunaediState University of Semarang1
Yusi ArdiyantiUniversity of Singaperbangsa Karawang1
Setiyani SetiyaniUniversitas Swadaya Gunung Jati1
Wahid YuniantoSEAMEO Regional Centre for QITEP in Mathematics1
Gunawan GunawanMuhammadiyah University Purwokerto1
Mutia MutiaInstitut Agama Islam Negeri Curup1
Emi PujiastutiState University of Semarang1
Sugiman SugimanState University of Semarang1
Nita HidayatiState University of Semarang1
Walid WalidState University of Semarang1
Wardono WardonoState University of Semarang1
Ayu AristikaState University of Semarang1

Affiliations come from OpenAlex; journal OAI-PMH metadata carries none. Authors without an OpenAlex ID are matched by name, which can merge or split people.

Metadata source: OAI-PMH (metadata jurnal) https://online-journal.unja.ac.id/index.php/JIITUJ/oai, first harvested 5 Nov 2026, last seen 8 Nov 2026.
Original metadata (oai_dc) 
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	<dc:title xml:lang="en">HOW IS THE DYNAMIC THINKING PROCESS OF PROFICIENT’ STUDENTS IN SOLVING TRANSFORMATION GEOMETRY PROBLEMS?</dc:title>
	<dc:creator xml:lang="en">Pamungkas, Megita Dwi</dc:creator>
	<dc:creator xml:lang="en">Waluya, Stevanus Budi</dc:creator>
	<dc:creator xml:lang="en">Mariani, Scolastika</dc:creator>
	<dc:creator xml:lang="en">Isnarto, Isnarto</dc:creator>
	<dc:subject xml:lang="en">Dynamic Thinking</dc:subject>
	<dc:subject xml:lang="en">Problem Solving</dc:subject>
	<dc:subject xml:lang="en">Transformation Geometry</dc:subject>
	<dc:description xml:lang="en">Dynamic thinking is a crucial cognitive skill that enables students to solve complex problems in geometry effectively. This study investigates the characteristics of dynamic thinking among prospective mathematics teachers, focusing on the four key aspects: technique, conceptualization, monitoring, and perception. While previous research has identified these aspects, the specific problem-solving characteristics of dynamic thinking in mathematical contexts remain unexplored. This qualitative study was conducted at Tidar University, involving 54 prospective mathematics teachers identified as dynamic thinkers. Data were collected through a two-stage problem-solving test, structured observations, and in-depth interviews. The research instruments underwent a validation process to ensure reliability. Data analysis followed a systematic approach involving reduction, presentation, and verification to extract patterns of dynamic thinking among proficient problem solvers. The results indicate that students who exhibit proficient dynamic thinking demonstrate completeness and consistency in all four aspects. They effectively integrate multiple strategies, adapt their approaches in response to challenges, and maintain a reflective understanding of their problem-solving processes. Additionally, proficient dynamic thinkers show a higher degree of flexibility and spatial reasoning in geometry problems. This study contributes to the existing body of knowledge by identifying and describing the specific characteristics of dynamic thinking in mathematical problem-solving. The findings provide valuable insights for teacher education programs, emphasizing the need to cultivate dynamic thinking skills among prospective math educators. Future research can explore dynamic thinking across different mathematical domains and cognitive frameworks.</dc:description>
	<dc:publisher xml:lang="en">LPPM Universitas Jambi</dc:publisher>
	<dc:date>2025-02-18</dc:date>
	<dc:type>info:eu-repo/semantics/article</dc:type>
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	<dc:format>application/pdf</dc:format>
	<dc:identifier>https://online-journal.unja.ac.id/JIITUJ/article/view/36804</dc:identifier>
	<dc:identifier>10.22437/jiituj.v9i1.36804</dc:identifier>
	<dc:source xml:lang="en">Jurnal Ilmiah Ilmu Terapan Universitas Jambi; Vol. 9 No. 1 (2025): Volume 9, Nomor 1, March 2025; 441-451</dc:source>
	<dc:source>2580-2259</dc:source>
	<dc:source>2580-2240</dc:source>
	<dc:language>en</dc:language>
	<dc:relation>https://online-journal.unja.ac.id/JIITUJ/article/view/36804/20173</dc:relation>
	<dc:rights xml:lang="en">Copyright (c) 2025 Megita Dwi Pamungkas, Stevanus Budi Waluya, Scolastika Mariani, Isnarto Isnarto</dc:rights>
	<dc:rights xml:lang="en">https://creativecommons.org/licenses/by/4.0</dc:rights>
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