Analysis of Students' Mathematical Discourse through LKPD-Assisted Commognitive Framework at Ban Kadeng School, Thailand
DOI:
10.29303/jppipa.v12i8.15339Published:
2026-08-25Downloads
Abstract
This study aims to analyze students' mathematical discourse through commognitive framewok assisted by LKPD at Bankadeng School Thailand. The study used a descriptive qualitative approach with data sources in the form of 14 student LKPD. Data collection was carried out through documentation and analyzed using the Miles and Huberman model which included data reduction, data presentation, and conclusion drawn. The analysis focused on four commognitive components, namely word use, visual mediators, routine and narrative. The results showed that the visual components of mediators and routines appeared in all LKPD (100%) which indicated consistency in the use of mathematical representations and procedural completion steps, while word use appeared in 57.14% of students indicating that the use of mathematical language was still limited. The narrative component appeared in 78.57% of students, indicating that most students had started to provide written explanations even though they were not evenly distributed. Overall, students' mathematical discourse is still dominated by procedural practice, but has been in the transitional stage towards argumentative practice. These findings suggest that LKPD-assisted learning facilitates the use of visual representations, solving procedures, and begins to encourage the emergence of mathematical explanations, although reinforcement of mathematical language and argumentation is still.
Keywords:
Ban Kadeng school Commognitive framework LKPD Mathematical discours ThailandReferences
Anim, A., Surya, E., Syahputra, E., Sirait, S., Syafitri, E., & Rahmadani, E. (2023). Analysis Of Mathematical Communication Ability In Term Of Students’ Initial Mathematics Ability. Proceedings of the 8th Annual International Seminar on Transformative Education and Educational Leadership. https://doi.org/10.4108/eai.19-9-2023.2340570
Ayalon, M., Wilkie, K. J., & Swaid, R. (2024). Investigating students’ arguments with real-life functional situations throughout a sequence of collaborative activities. Eurasia Journal of Mathematics, Science and Technology Education, 20(11). https://doi.org/10.29333/EJMSTE/15482
Azzahanty, N., & Kumalasari, T. (2023). Pengaruh Model Pembelajaran DMR (Diskursus Multi Representasi) terhadap Kemampuan Representasi Matematis Siswa SMP Negeri 2 Labuhan Deli. Maju, 10(2), 30–37. Retrieved from https://ejournal.uncm.ac.id/index.php/mtk/article/view/911%0Ahttps://ejournal.uncm.ac.id/index.php/mtk/article/download/911/602
Bozkurt, G., Abboud, M., Bretscher, N., Mesa, V., & Simsek, A. (2024). Theorizing Teachers’ Practices with Digital Technologies Within Mathematical Domains and Contexts. Springer International Handbooks of Education, Part F3098, 717–746. https://doi.org/10.1007/978-3-031-45667-1_30
Carney, S. (2022). Reimagining our futures together: a new social contract for education. Comparative Education, 58(4), 568–569. https://doi.org/10.1080/03050068.2022.2102326
Dzulfikar, A. (2025). Commognitive Framework in Mathematics Education Research: A Meta-Synthesis. TEM Journal, 11(2), 2319–2328. https://doi.org/10.18421/TEM143-37
Dzulfikar, A., Turmudi, T., Juandi, D., Herman, T., & Kusnandi, K. (2025). Commognitive Framework in Mathematics Education Research: A Meta-Synthesis. TEM Journal, 14(3), 2319–2328. https://doi.org/10.18421/TEM143-37
Francisco, J. M. (2022). Supporting argumentation in mathematics classrooms: The role of teachers’ mathematical knowledge. Lumat, 10(2), 147–170. https://doi.org/10.31129/LUMAT.10.2.1701
Hakim, F., & Tadjuddin, N. F. (2024). Increasing Students’ Mathematical Proof Ability Through Commognitive Framework Based Assessment Instrument. Matematika Dan Pembelajaran, 12(1), 38–48. https://doi.org/10.33477/mp.v12i1.5446
Januarti, I. M., & Muliyadi, L. (2024). Development of Ethnoscience-Based Student Worksheet Using the Guided Inquiry Learning Model to Increase Students’ Learning Motivation and Scientific Literacy: A Review. International Journal of Science Education and Science, 1(1), 13–18. https://doi.org/10.56566/ijses.v1i1.109
Kurniawan, M. A. B., Erna, M., & Anwar, L. (2026). Pengembangan E-Lkpd Berbasis Problem Based Learning Dengan Pendekatan Socio Scientific Issues Untuk Meningkatkan Kemampuan Berpikir Kritis. EDUPROXIMA: Jurnal Ilmiah Pendidikan IPA, 8(1), 519–530. https://doi.org/10.29100/.v8i1.8711
Lessing, M. J., & Ogbonnaya, U. I. (2026). Reasoning and proof in mathematics education: a systematic literature review. Discover Education, 5(1), 1–24. https://doi.org/10.1007/s44217-025-01016-1
Lestari, D. A., Sormin, M. A., & Samosir, B. S. (2024). Studi komparasi antara pembelajaran problem solving dengan discovery learning terhadap kemampuan komunikasi matematis siswa. Jurnal Pendidik Indonesia, 5(2), 40–46. https://doi.org/10.6129/jpi.v5i2.52
Lubis, L. K., Lubis, A. M., Fitriani, F., Siregar, Y. A., & Jehnah, A. (2024). Analysis of Students’ Mathematical Concept Understanding Ability in Terms of Student Resilience at Ban Kadeng School Thailand. Kreano, Jurnal Matematika Kreatif-Inovatif, 15(2), 409–422. https://doi.org/10.15294/bc59ec96
Maanu, V., & Asare, B. (2025). Linguistics and mathematics meaning. Frontiers in Education, 10(September), 1–8. https://doi.org/10.3389/feduc.2025.1657529
Melawati, R. (2020). Penerapan Model Pembelajaran Realistic Mathematics Education Untuk Meningkatkan Kemampuan Komunikasi Matematis Menggunakan Lembar Kerja Siswa. Jurnal PEKA (Pendidikan Matematika), 3(2), 44–49. https://doi.org/10.37150/jp.v3i2.800
Misrawati, M., Yulianti, I., & Inganah, S. (2025). Pengembangan LKPD Visual-Statis Berbasis PBL terhadap Kemampuan Komunikasi Matematis Siswa. Postulat : Jurnal Inovasi Pendidikan Matematika, 6(2), 231–246. https://doi.org/10.30587/postulat.v6i2.11097
Munandar, H., Doyan, A., Susilawati, S., Hakim, S., Muliyadi, L., & Hamidi, H. (2024). Increasing Motivation to Study Physics Using PhET Media on Mechanical Energy Material. MANDALIKA : Journal of Social Science, 2(1), 1–5. https://doi.org/10.56566/mandalika.v2i1.70
OECD. (2022). Responsible Business Conduct in the Agricultur e Sector in Latin America and the Caribbean. Paris: OECD Publishing.
Planas, N., & Pimm, D. (2024). Mathematics education research on language and on communication including some distinctions : Where are we now ? ZDM – Mathematics Education, 56(1), 127–139. https://doi.org/10.1007/s11858-023-01497-0
Quennerstedt, A. (2022). Children’s and young people’s human rights education in school: Cardinal complications and a middle ground. Journal of Human Rights, 21(4), 383–398. https://doi.org/10.1080/14754835.2021.2014795
Saengrith, W., Viriyavejakul, C., & Pimdee, P. (2022). Problem-Based Blended Training via Chatbot to Enhance the Problem-Solving Skill in the Workplace. Emerging Science Journal, 6(Special Issue), 1–12. https://doi.org/10.28991/ESJ-2022-SIED-01
Sari, D. P., & Desniarti. (2024). Pengembangan LKPD berbasis problem based instruction (PBI) untuk kemampuan pemecahan masalah matematika siswa. JPMI (Jurnal Pembelajaran Matematika Inovatif), 7(1), 129–142. https://doi.org/10.22460/jpmi.v7i1.21297
Sihombing, N. N. B., Rati, N. W., & Widiastuti, N. P. K. (2026). Pengaruh E-LKPD Interaktif Terhadap Hasil Belajar Matematika Pecahan Siswa Kelas V. Edu Society: Jurnal Pendidikan, Ilmu Sosial Dan Pengabdian Kepada Masyarakat, 5(3), 2718–2729. https://doi.org/10.56832/edu.v5i3.2731
Siregar, Y. A., Lubis, A. M., & Harahap, E. M. (2024). Penerapan Metode Tutor Sebaya Dalam Meningkatkan Kemampuan Komunikasi Matematis Siswa SMP. Journal Mathematics Education Sigma [JMES], 56–66. https://doi.org/10.30596/jmes.v5i1.18582
Suhairi, S., & Santi, J. (2021). Model Manajemen Pembelajaran Blended Learning pada Masa Pandemi Covid-19. Jurnal Ilmiah Indonesia, 6(4), 1977. https://doi.org/10.36418/syntax-literate.v6i4.2472
Supriyanto, J., Suparman, S., & Hairun, Y. (2020). Design of Worksheets for RME Model to Improve Mathematical Communication. Universal Journal of Educational Research, 8(4), 1363–1371. https://doi.org/10.13189/ujer.2020.080429
White, D., Funk, R., Williams, M., Uhing, K., Smith, W., & Donsig, A. (2025). Postsecondary mathematics instructors’ characterizations of equitable and inclusive teaching. International Journal of Mathematical Education in Science and Technology, 56(12), 2573–2595. https://doi.org/10.1080/0020739X.2025.2560418
Wirawan, R., Muslim, M., Fatmah, F., Hidayad, A., Taufikurrahman, T., & Yusuf, M. (2026). Pengaruh Model Project-Based Learning Berbantuan Media PowerPoint Interaktif terhadap Pemahaman Matematis Relasi dan Fungsi Siswa SMP. JagoMIPA: Jurnal Pendidikan Matematika Dan IPA, 6(3), 2428–2439. https://doi.org/10.53299/jagomipa.v6i3.5135
Zayyadi, M., Lutfiyah, L., & Pratiwi, E. (2023). Analisis Commognitive Siswa dalam Menyelesaikan Soal Non Rutin. Jurnal Axioma : Jurnal Matematika Dan Pembelajaran, 8(1), 22–36. https://doi.org/10.56013/axi.v8i1.1990
Zhang, Q., & Lam, C. (2024). Contrasting mathematics educational values: An in-depth case study of primary and secondary teachers in Hong Kong. Asian Journal for Mathematics Education, 3(2), 191–209. https://doi.org/10.1177/27527263241258263
License
Copyright (c) 2026 Bella Arfani Pane, Masdelima Azizah Sormin , Benny Sofyan Samosir , Wiwik Novitasari, Nur Sahara
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with Jurnal Penelitian Pendidikan IPA, agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License (CC-BY License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in Jurnal Penelitian Pendidikan IPA.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
