Exploring Students’ Argumentation Ability in Mathematical Problem Solving Based on Levels of Productive Struggle
DOI:
https://doi.org/10.17977/um065.v6.i5.2026.7Keywords:
Argumentation ability, Mathematical problem-solving, Productive struggleAbstract
Mathematical argumentation is an essential ability in problem-solving; however, students’ ability to construct arguments is often influenced not only by cognitive factors but also by affective aspect. The research project investigates how 11th grade students develop mathematical argumentation ability through their different levels of productive struggle. The study uses a qualitative research design which uses case study methodology. The study used three data collection methods which included mathematical argumentation ability tests and productive struggle questionnaires and interviews. Three students were selected through purposive sampling to represent high and moderate and low productive struggle categories. The researchers collected data through mathematical argumentation tests and productive struggle questionnaires and interviews, which they used to analyze the data according to four argumentation aspects that McNeill and Krajcik identified as claim, evidence, reasoning and rebuttal. The research results demonstrated that students with high productive struggle constructed complete arguments while students with moderate productive struggle created partial arguments that contained reasoning errors. The students with low productive struggle could not complete all argumentation tasks because they had not learned the required concepts and did not have enough determination to overcome challenges. These findings confirm that mathematical argumentation ability are not only influenced by cognitive aspects but also by productive struggle as an affective aspect that determines students' resilience in solving problems.
References
Admoko, S., J, M. N. R., Hariyono, E., & Madlazim. (2021). Bibliometric profile of science education research on argumentation and the contribution of Indonesia. International Joint Conference on Science and Engineering, 209, 502–509. https://doi.org/10.2991/aer.k.211215.085
Afifah, R. N., Patmawati, H., & Dewi, S. V. (2024). Analisis kemampuan penalaran matematis siswa dalam mengerjakan soal berbasis AKM ditinjau dari resiliensi matematis. Indiktika: Jurnal Inovasi Pendidikan Matematika, 7(1), 116–130. https://doi.org/10.31851/indiktika.v7i1.15380 DOI: https://doi.org/10.31851/indiktika.v7i1.15380
Angelina, D., Barus, B., Nabila, A. A., Kene, L. A., Gapun, I. O., Noeng, A. V., Gewar, S. Y., Maran, F. D. V., Sura, S., Yunita, M., & Psikologi, P. S. (2023). Pelatihan social support terhadap daya juang pada UMKM di desa Nele dalam menghadapi era digital. Jurnal Pengabdian Kepada Masyarakat Bersinergi Inovatif, 1(1), 33–38. https://doi.org/10.61674/jpkmbi.v1i1.88 DOI: https://doi.org/10.61674/jpkmbi.v1i1.88
Arifin, A., Maimunah, & Hutapea, N. M. (2025). Analisis kemampuan komunikasi matematis siswa pada materi statistika. Lattice Journal: Journal of Mathematics Education and Applied, 5(1), 14–28. https://doi.org/10.30983/lattice.v5i1.9504 DOI: https://doi.org/10.30983/lattice.v5i1.9504
Assyakurrohim, D. I., Supriatna, D., Rahayu, A. A., & Wibowo, M. (2022). Metode studi kasus dalam penelitian kualitatif. Jurnal Pendidikan Sains dan Komputer, 3(1), 1–9. https://doi.org/10.47709/jpsk.v3i01.1951 DOI: https://doi.org/10.47709/jpsk.v3i01.1951
Bieda, K. N., & Staples, M. (2020). Justification as an equity practice. Mathematics Teacher: Learning and Teaching PK-12, 113(2), 102–108. https://doi.org/10.5951/mtlt.2019.0148 DOI: https://doi.org/10.5951/MTLT.2019.0148
Bredow, F., & Knipping, C. (2025). Teacher actions that shape mathematical argumentation in the classroom. Journal of Mathematics Teacher Education. https://doi.org/10.1007/s10857-025-09728-9 DOI: https://doi.org/10.1007/s10857-025-09728-9
Creswell, J. W., & Creswell, J. D. (2023). Research design: Qualitative, quantitative, and mixed methods approaches (6th ed.). SAGE Publications.
Datu, J. A. D., Chiu, M. M., Mateo, N. J., & Yang, L. (2024). Persisting in tough times across Hong Kong, mainland China, and the Philippines: Grit, achievement goal orientation, and science engagement. International Journal of STEM Education, 11(1), 1–6. https://doi.org/10.1186/s40594-024-00462-x DOI: https://doi.org/10.1186/s40594-024-00462-x
Hanna, G. (2020). Mathematical proof, argumentation, and reasoning. Dalam S. Lerman (Ed.), Encyclopedia of mathematics education (hlm. 561–566). Springer. https://doi.org/10.1007/978-3-030-15789-0_102 DOI: https://doi.org/10.1007/978-3-030-15789-0_102
Hidayat, W., & Prabawanto, S. (2018). The mathematical argumentation ability and adversity quotient (AQ) of pre-service mathematics teacher. Journal on Mathematics Education, 9(2), 239–248. https://eric.ed.gov/?id=EJ1193588 DOI: https://doi.org/10.22342/jme.9.2.5385.239-248
Lee, W. C., & Lai, C. L. (2024). Facilitating mathematical argumentation by gamification. International Journal of Science and Mathematics Education, 22(Suppl 1), 11–35. https://doi.org/10.1007/s10763-024-10462-6 DOI: https://doi.org/10.1007/s10763-024-10462-6
Lehmann, T. H., & Friend, L. (2025). Mathematical argumentative writing in K–12 education: A systematic literature review. International Journal of Science and Mathematics Education, 23, 3679–3705. https://doi.org/10.1007/s10763-025-10590-7 DOI: https://doi.org/10.1007/s10763-025-10590-7
Listiawati, N. (2016). Persepsi siswa terhadap daya juang mereka serta pola asuh. Jurnal Pendidikan dan Kebudayaan, 1, 30–42. https://doi.org/10.24832/jpnk.v1i3.418 DOI: https://doi.org/10.24832/jpnk.v1i3.418
Lubis, M. S., & Lubis, N. A. (2024). Analisis kemampuan argumentasi matematis siswa. Jurnal Pengembangan Pembelajaran Matematika, 6(1), 63–78. https://doi.org/10.14421/jppm.2024.61.63-78 DOI: https://doi.org/10.14421/jppm.2024.61.63-78
Lubis, R. N., Meiliasari, & Rahayu, W. (2023). Kemampuan komunikasi matematis siswa pada pembelajaran matematika. Jurnal Riset Pembelajaran Matematika Sekolah, 7(2), 23–34. https://doi.org/10.21009/jrpms.072.03 DOI: https://doi.org/10.21009/jrpms.072.03
Martins, M., da Ponte, J. P., & Mata-Pereira, J. (2023). Learning to promote students’ mathematical reasoning. Eurasia Journal of Mathematics, Science and Technology Education, 19(5), 1–13. https://doi.org/10.29333/EJMSTE/13127 DOI: https://doi.org/10.29333/ejmste/13127
Masitoh, S. (2025). Implementasi pembelajaran matematika berbasis masalah berorientasi penalaran adaptif dan daya juang produktif siswa kelas VII (Tesis). Universitas Pendidikan Indonesia.
McNeill, K. L., & Krajcik, J. (2008). Inquiry and scientific explanations. Dalam J. Luft, R. L. Bell, & J. Gess-Newsome (Eds.), Science as inquiry in the secondary setting (hlm. 121–134). NSTA Press.
McNeill, K. L., & Krajcik, J. S. (2011). Supporting grades 5–8 students in constructing explanations in science. Pearson.
Mefiana, S. A., Herman, T., Hasanah, A., Samosir, C. M., & Melani, R. (2024). Profile of students’ problem solving ability viewed from productive struggle. Journal of Education, Teaching, and Learning, 9(2), 229–234. https://doi.org/10.26737/jetl.v9i2.5144
Melani, R., Herman, T., Hasanah, A., Mefiana, S. A., & Samosir, C. M. (2023). Kemampuan membuat model matematika dan daya juang produktif siswa. Jurnal Cendekia: Jurnal Pendidikan Matematika, 7(3), 2391–2404. https://doi.org/10.31004/cendekia.v7i3.2545 DOI: https://doi.org/10.31004/cendekia.v7i3.2545
Miles, M. B., & Huberman, A. M. (1984). Drawing valid meaning from qualitative data. Educational Researcher, 13(5), 20–30. https://doi.org/10.3102/0013189X013005020 DOI: https://doi.org/10.3102/0013189X013005020
Monteleone, C., Miller, J., & Warren, E. (2023). Conceptualising critical mathematical thinking in young students. Mathematics Education Research Journal, 35(2), 339–359. https://doi.org/10.1007/s13394-023-00445-1 DOI: https://doi.org/10.1007/s13394-023-00445-1
Muhtadi, D. (2022). Studi literatur reviu: Dinamika penalaran dan argumentasi dalam pembelajaran matematika. JARME, 4(2), 234–247. https://doi.org/10.37058/jarme.v4i2.4344
Nainggolan, D., Dewi, I., & Mulyono. (2024). Pengembangan LKPD berbasis creative problem solving. JIPMat, 9(1), 12–24. https://doi.org/10.26877/jipmat.v9i1.366 DOI: https://doi.org/10.26877/jipmat.v9i1.366
NCTM. (2000). Principles and standards for school mathematics. NCTM.
Novianti, D. (2025). Kemampuan matematis. Penerbit NEM.
Parico, A. D., Layco, E. P., & Ventura, D. H. (2020). Critical thinking and argumentation skills. International Journal of Innovation, Creativity and Change, 14(8), 422–434.
Putra, R. P., Madawistama, S. T., & Heryani, Y. (2022). Kemampuan argumentasi matematis ditinjau dari adversity quotient. Jurnal Kongruen, 1(2), 175–181. DOI: https://doi.org/10.31980/plusminus.v2i3.2172
Salazar, C. L. (2022). Influence of productive struggle in mathematics. Docens Series in Education, 3, 71–92. https://doi.org/10.20319/dv3.7192 DOI: https://doi.org/10.20319/dv3.7192
Samosir, C. M., Herman, T., Hasanah, A., Melani, R., & Mefiana, S. A. (2023). Penyelesaian soal matematika kontekstual. Jurnal Cendekia, 7(3), 2581–2594. https://doi.org/10.31004/cendekia.v7i3.2507 DOI: https://doi.org/10.31004/cendekia.v7i3.2507
Sinha, T., & Kapur, M. (2021). When problem solving followed by instruction works. Review of Educational Research, 91(5), 761–798. https://doi.org/10.3102/00346543211019105 DOI: https://doi.org/10.3102/00346543211019105
Stylianides, G. (2009). Reasoning and proving in school mathematics textbooks. Mathematical Thinking and Learning, 11(4), 258–288. https://doi.org/10.1080/10986060903253954 DOI: https://doi.org/10.1080/10986060903253954
Subkhi, M. B., Nabilah, A., & Ramadhan, W. (2025). Rancang bangun aplikasi pembelajaran argumen. Prosiding Seminar Nasional Teknologi dan Sains, 4, 695–704. https://doi.org/10.29407/ek546632
Sugiyono. (2018). Metode penelitian kuantitatif, kualitatif, dan R&D. Alfabeta.
Ulfiyati, U., Scolastika, M., Rosyida, I., Pujiastuti, E., & Mulyono, M. (2025). Meta sintesis penalaran matematis. Edu-Mat, 13(1), 166–177. https://doi.org/10.20527/edumat.v13i1.21046 DOI: https://doi.org/10.20527/edumat.v13i1.21046
Uzun, A. G. (2024). The development of mathematical argumentation. International Electronic Journal of Mathematics Education, 19(2), 1–11. https://doi.org/10.29333/iejme/14581 DOI: https://doi.org/10.29333/iejme/14581
Warshauer, H. K. (2015). Strategies to support productive struggle. Mathematics Teaching in the Middle School, 20(7), 390–393. https://doi.org/10.5951/mathteacmiddscho.20.7.0390 DOI: https://doi.org/10.5951/mathteacmiddscho.20.7.0390
Witherspoon, E., Miller, D., Pinerua, I., & Gerdeman, D. (2022). Mathematical and scientific argumentation in preK–12.
Young, J. R., Bevan, D., & Sanders, M. (2023). How productive is the productive struggle? International Journal of Education in Mathematics, Science and Technology, 12(2), 470–495. https://doi.org/10.46328/ijemst.3364 DOI: https://doi.org/10.46328/ijemst.3364
Yu, Y., Hua, L., Feng, X., Wang, Y., Yu, Z., Zi, T., Zhao, Y., & Li, J. (2021). True grit in learning math. Frontiers in Psychology, 12, 1–6. https://doi.org/10.3389/fpsyg.2021.645793 DOI: https://doi.org/10.3389/fpsyg.2021.645793
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Ayu Nur Oktavia, Tatang Herman, Aan Hasanah
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
