Mathematics › Applied Mathematics

Mathematics Education and Pedagogy

Works Count: 92714

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Description

This cluster of papers focuses on improving mathematical literacy and problem-solving skills through various approaches such as PISA assessment framework, realistic mathematics education, guided discovery learning, and contextual learning. It also explores the influence of factors like adversity quotient, gender differences, and metacognition on mathematical abilities. The papers emphasize the development of teaching strategies to enhance students' creative thinking and problem-solving capabilities in mathematics.

Keywords

Mathematical Literacy; Problem-Solving; PISA Assessment; Realistic Mathematics Education; Adversity Quotient; Contextual Learning; Creative Thinking; Teaching Strategies; Gender Differences; Metacognition

The Role of Instructors in Creating Math Anxiety in Students from Kindergarten through College

1999-10-01

Carol Davis Jackson , R. Jon Leffingwell

I just don't like math.” How often have students uttered these anxiety-based words? The primary purpose of this research was to investigate the types of instructor behavior that created or … I just don't like math.” How often have students uttered these anxiety-based words? The primary purpose of this research was to investigate the types of instructor behavior that created or exacerbated anxiety. In addition, the authors wanted to determine the grade levels (K—college) in which mathematics anxiety first occurred in these students. In this article, the term instructor includes anyone who teaches at any level, kindergarten through college.

Desain Model Pengembangan Perangkat Pembelajaran Matematika

2012-06-01

Rochmad Rochmad

Akhir-akhir ini beberapa mahasiswa dalam menyusun skripsi atau tesisnya berkaitan dengan penelitian pengembangan. Beberapa mahasiswa dalam menyusun desain penelitian pengembangan perangkat pembelajaran menggunakan model Four-D yang meliputi langkah-langkah: define, design, … Akhir-akhir ini beberapa mahasiswa dalam menyusun skripsi atau tesisnya berkaitan dengan penelitian pengembangan. Beberapa mahasiswa dalam menyusun desain penelitian pengembangan perangkat pembelajaran menggunakan model Four-D yang meliputi langkah-langkah: define, design, develop, dan disseminate ;Â menggunakan model Plomp yang meliputi langkah-langkah: prelimenary investigation ; design ; realization/construction ; test, evaluation and revision ; dan implementation ; dan beberapa mahasiswa lainnya menggunakan model pengembangan perangkat pembelajaran selain dari dua model tersebut. Namun, masih banyak mahasiswa yang kurang memahami dan tepat dalam memaknai dan mendiskripsikan langkah-langkah kegiatan yang terkandung dalam model pengembangan perangkat pembelajaran yang dipilih. Studi ini merupakan analisis terhadap desain model pengembangan perangkat pembelajaran, dimaksudkan untuk memperluas ide dan wawasan mahasiswa sehingga diharapkan dapat melakukan analisis dan mengaplikasikannya dalam desain penelitiannya, khusunya pada penelitian pengembangan. Fokus dari tulisan ini adalah diskripsi hasil analisis dari kegiatan yang terkandung dalam langkah-langkah atau fase-fase model Four-D dan model Plomp. Mahasiswa diharapkan dapat melakukan analisis terhadap desain model penelitian pengembangan lainnya, dan memodifikasi berdasar analisis ilmiah yang logis sesuai dengan penelitiannya. Di samping itu, dalam artikel ini disajikan alternatifÂ uji kualitas prototipe hasil pengembangan.

Analysis of Arithmetic for Mathematics Teaching

2020-11-19

Gaea Leinhardt , Ralph T. Putnam , Rosemary A. Hattrup

Contents: Preface. J.T. Sowder, Making Sense of Numbers in School Mathematics. K.C. Fuson, Research on Learning and Teaching Addition and Subtraction of Whole Numbers. P. Nesher, Solving Multiplication Word Problems. … Contents: Preface. J.T. Sowder, Making Sense of Numbers in School Mathematics. K.C. Fuson, Research on Learning and Teaching Addition and Subtraction of Whole Numbers. P. Nesher, Solving Multiplication Word Problems. M. Lampert, Teaching and Learning Long Division for Understanding in School. J. Hiebert, Mathematical, Cognitive, and Instructional Analyses of Decimal Fractions. T.E. Kieren, Rational and Fractional Numbers as Mathematical and Personal Knowledge: Implications for Curriculum and Instruction. L.B. Resnick, From Protoquantities to Operators: Building Mathematical Competence on a Foundation of Everyday Knowledge. M. Rauth, L. Billups, Epilogue.

Analysis of Students’ Errors in Solving Higher Order Thinking Skills (HOTS) Problems for the Topic of Fraction

2015-07-05

Abdul Halim Abdullah , Nur Liyana Zainal Abidin , Marlina Ali

Problem-solving is an activity that can generate Higher Order Thinking Skills (HOTS) among students. However, only some of the students are capable of solving problems and some are having difficulties. … Problem-solving is an activity that can generate Higher Order Thinking Skills (HOTS) among students. However, only some of the students are capable of solving problems and some are having difficulties. The difficulties have caused students to make various kinds of errors. Hence, this study conducted is to identify and analyze students' errors in solving problems that involve HOTS in the topic of Fraction. The samples consisted of 96 Form One students of a secondary school in Johor. The instrument of the study consisted of a set of test questions that contained four HOTS questions. The errors were analyzed according to Newman's Error Analysis Model consisting of reading, comprehension, transformation, process skills and encoding. The results showed that students frequently made errors in encoding (27.58%), followed by process skills (27.33%), transformation (24.17%) and comprehension (20.92%). The findings showed that students faced problems to correlate the information and implementation of strategies used in solving mathematical problems involving HOTS.

Creativity: The Essence of Mathematics

2006-12-01

Eric L. Mann

For the gifted mathematics student, early mastery of concepts and skills in the mathematics curriculum usually results in getting more of the same work and/or moving through the curriculum at … For the gifted mathematics student, early mastery of concepts and skills in the mathematics curriculum usually results in getting more of the same work and/or moving through the curriculum at a faster pace. Testing, grades, and pacing overshadow the essential role of creativity involved in doing mathematics. Talent development requires creative applications in the exploration of mathematics problems. Traditional teaching methods involving demonstration and practice using closed problems with predetermined answers insufficiently prepare students in mathematics. Students leave school with adequate computational skills but lack the ability to apply these skills in meaningful ways. Teaching mathematics without providing for creativity denies all students, especially gifted and talented students, the opportunity to appreciate the beauty of mathematics and fails to provide the gifted student an opportunity to fully develop his or her talents. In this article, a review of literature defines mathematical creativity, develops an understanding of the creative student of mathematics, and discusses the issues and implications for the teaching of mathematics.

An Analysis of Elementary School Students’ Difficulties in Mathematical Problem Solving

2014-02-01

Prathana Phonapichat , Suwimon Wongwanich , Siridej Sujiva

The main purpose of mathematics teaching is to enable students to solve problems in daily life. Unfortunately, according to the latest national test results, most students lack mathematical problem solving … The main purpose of mathematics teaching is to enable students to solve problems in daily life. Unfortunately, according to the latest national test results, most students lack mathematical problem solving skills. This proves to be one of the reasons why overall achievement in mathematics is considered quite low. It also reflects that students have difficulties in comprehending mathematical problems affecting the process of problem-solving. Therefore, in order to allow teachers to establish a proper teaching plan suitable for students' learning process, this research aims to analyze the difficulties in mathematical problem solving among elementary school students. Samples are divided into two groups, elementary school students and mathematics teachers. Data collection was conducted by structured interview, documentary analysis, and survey tests. Data analysis was conducted by descriptive statistics, and content analysis. The results suggest that there are several difficulties in problem solving, namely 1) Students have difficulties in understanding the keywords appearing in problems, thus cannot interpret them in mathematical sentences. 2) Students are unable to figure out what to assume and what information from the problem is necessary to solving it, 3) Whenever students do not understand the problem, they tend to guess the answer without any thinking process, 4) Students are impatient and do not like to read mathematical problems, and 5) Students do not like to read long problems. Therefore, the results found in this research will lead to the creation and the development of mathematical problem solving diagnostic tests for teachers, in order to improve students' mathematical problem solving skills.

The Construction of Decimals Normal in the Scale of Ten

1933-10-01

D. G. Champernowne

Mathematical Problem Solving

2019-01-01

Peter Liljedahl , Manuel Santos‐Trigo

Mathematical Talent: Discovery, Description and Development

1977-03-01

Kenneth J. Travers , Julian C. Stanley , Daniel P. Keating +1 more

Pengaruh Minat dan Kebiasaan Belajar Siswa terhadap Prestasi Belajar Matematika

2015-08-05

Roida Eva Flora Siagian

The research objective was to determine the effect of interest and study habits of students towards mathematics learning achievement. The method used is the method of correlation analysis surveys in … The research objective was to determine the effect of interest and study habits of students towards mathematics learning achievement. The method used is the method of correlation analysis surveys in SMK PGRI 16 Cipayung, Jakarta Timur. Study sample as many as 30 students were drawn from a population with a sampling technique in accordance with proportion. Analysis of data using correlation and regression techniques. The results showed: 1.There positively influence students' interests and learning habits simultaneously learning achievement mathematics, 2. no influence students' interest in learning mathematics learning achievement, 3. no influence students' study habits mathematics learning achievement.

Encyclopedia of Mathematics Education

2014-01-01

Stephen Lerman

Mathematical Problem Solving

1985-01-01

Kemampuan Pemahaman Konsep Matematis Siswa SMP dalam Pembelajaran Menggunakan Model Penemuan Terbimbing (Discovery Learning)

2016-04-01

Siti Mawaddah , Ratih Maryanti

. Salah satu tujuan pembelajaran matematika di SMP adalah agar siswa memiliki kemampuan memahami konsep matematika. Penerapan model pembelajaran penemuan terbimbing dalam proses pembelajaran matematika merupakan salah satu alternatif pemilihan … . Salah satu tujuan pembelajaran matematika di SMP adalah agar siswa memiliki kemampuan memahami konsep matematika. Penerapan model pembelajaran penemuan terbimbing dalam proses pembelajaran matematika merupakan salah satu alternatif pemilihan model yang dapat menambah kemampuan pemahaman konsep serta mendapat respon positif dari siswa. Model pembelajaran penemuan terbimbing berakhir dengan proses siswa menemukan konsep materi yang dipelajari dan menyimpulkan sendiri temuannya berdasarkan kemampuan pemahamannya sendiri. Penelitian ini bertujuan untuk mengetahui kemampuan pemahaman konsep matematika dan respon siswa dalam pembelajaran matematika menggunakan model penemuan terbimbing (discovery learning). Penelitian ini menggunakan metode deskriptif. Subjek dalam penelitian ini adalah siswa kelas VII A SMP Negeri 17 Banjarmasin yang berjumlah 29 orang. Teknik pengumpulan data menggunakan teknik dokumentasi, tes dan angket. Data yang diperoleh dianalisis menggunakan statistika deskriptif yaitu: mean (rata-rata) dan persentase. Hasil penelitian menunjukkan bahwa kemampuan pemahaman konsep matematika siswa dalam pembelajaran matematika dengan menggunakan model penemuan terbimbing (discovery learning) secara keseluruhan berada pada kategori baik dan respon siswa cenderung setuju terhadap pembelajaran matematika dengan menggunakan model penemuan terbimbing (discovery learning)

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PENGARUH PENGGUNAAN MULTIMEDIA INTERAKTIF TERHADAP KEMAMPUAN PEMAHAMAN KONSEP MATEMATIS SISWA

2016-12-30

Dian Novitasari

Tujuan penelitian ini adalah untuk mengamati pengaruh penggunaan multimedia interaktif terhadap kemampuan pemahaman konsep matematis siswa. Penelitian ini dilakukan di SMP Negeri 4 Tangerang tahun ajaran 2014/2015 kelas VIII. Berdasarkan … Tujuan penelitian ini adalah untuk mengamati pengaruh penggunaan multimedia interaktif terhadap kemampuan pemahaman konsep matematis siswa. Penelitian ini dilakukan di SMP Negeri 4 Tangerang tahun ajaran 2014/2015 kelas VIII. Berdasarkan hasil perhitungan statistik kemampuan pemahaman konsep matematis siswa yang menggunakan multimedia interaktif dengan metode penelitian quasieksperimental menunjukkan bahwa rata-rata kelas eksperimen lebih tinggi daripada kelas kontrol. Hasil penelitian menunjukan bahwa multimedia interaktif ini berpengaruh terhadap kemampuan pemahaman konsep matematis siswa.

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Pengembangan Media Pembelajaran Matematika dengan Macromedia Flash

2017-12-21

Rubhan Masykur , Nofrizal Nofrizal , Muhamad Syazali

The purpose of this research is to develop math learning media using Macromedia flash application program. The development procedure used is Borg and Gall procedure which has been modified by … The purpose of this research is to develop math learning media using Macromedia flash application program. The development procedure used is Borg and Gall procedure which has been modified by Sugiyono. The procedure used is limited to only 7 steps from 10 steps: potential and problem, information gathering, product design, design validation, design improvement, small and large scale test until product revision. This study produces a mathematics learning media that has been declared valid and fit to be used as a whole as a medium of learning by 3 Expert material who scored an average of 3.67 and 2 media experts who scored an average of 3.59 with each score the maximum of validity is 4. While the attractiveness test of instructional media is stated "Very Interesting" by small group test which gets average score 3,4 and big group test with average score 3,8 with each score maximize attractiveness is 4. So it can be concluded that the development of instructional media produced is considered feasible and can be used as a medium of mathematics learning.

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Selection of Learning Media Mathematics for Junior School Students.

2018-01-01

Sri Adi Widodo , Wahyudin Wahyudin

Media Dan Alat Peraga Dalam Pembelajaran Matematika

2018-09-08

Nasaruddin Nasaruddin

Berbicara tentang media tentu sangat erat kaitannya dengan komunikasi. Dalam proses pembelajaran termasuk pembelajaran matematika terjadi komunikasi antara guru dengan siswa dan juga antara siswa dengan siswa, karena pada hakekatnya … Berbicara tentang media tentu sangat erat kaitannya dengan komunikasi. Dalam proses pembelajaran termasuk pembelajaran matematika terjadi komunikasi antara guru dengan siswa dan juga antara siswa dengan siswa, karena pada hakekatnya proses belajar mengajar merupakan proses komunikasi antara guru dan siswa. Dalam proses belajar mengajar tersebut, sebagai komunikannya adalah siswa dan sebagai komunikatornya adalah guru dan siswa. Dalam berkomunikasi, komunikator menyampaikan pesan kepada komunikan. Agar pesan yang disampaikan (berupa pengetahuan, pengalaman, atau gagasan) dapat ditangkap, dipahami, dan dipelajari dengan baik oleh komunikan, maka komunikator harus memikirkan cara-cara komunikasi yang efektif, karena kesalahan komunikasi akan menimbulkan masalah.

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Improving Students’ Mathematical Problem Solving Ability and Self-Efficacy through Guided Discovery Learning in Local Culture Context

2018-11-28

Rustam Effendy Simamora , Sahat Saragih , Hasratuddin Hasratuddin

Qualified learning materials is needed in the efforts to improve the quality of teaching-learning mathematics. Qualified learning materials can be obtained through development research. Learning materials in this study were … Qualified learning materials is needed in the efforts to improve the quality of teaching-learning mathematics. Qualified learning materials can be obtained through development research. Learning materials in this study were learning materials that were developed based on guided discovery learning model. The learning materials was also developed by integrating local culture into a guided learning model. The local culture in this study was adapted to the local culture of the students, namely the Batak Toba. Learning materials in this study were developed using the development model of Thiagarajan et al. (1974). The result of second trial showed that learning materials based guided discovery learning with Batak Toba context improved students’ mathematical problem solving ability and self-efficacy significantly. Based on the results of the study, it was suggested that mathematics teachers make an effort qualified learning materials and integrate local culture in mathematics learning.

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Investigating Students’ Attitude towards Learning Mathematics

2018-12-23

Mzomwe Yahya Mazana , Calkin Suero Montero , Respickius Casmir

Students' learning of and performance in mathematics is affected by a number of factors, including students' attitude towards the subject, teachers instructional practices, and school environment. This study was conducted … Students' learning of and performance in mathematics is affected by a number of factors, including students' attitude towards the subject, teachers instructional practices, and school environment. This study was conducted to investigate students' attitudes towards learning mathematics in Tanzania. It also sought to ascertain reasons for the liking or disliking mathematics and the relationship between attitude and performance. We employed the ABC Model and the Walberg's Theory of Productivity to investigate students' attitudes towards mathematics and associated factors. The quantitative and qualitative data were collected from 419 primary school students, 318 secondary school students, and 132 College students from 17 schools and 6 colleges in mainland Tanzania using a survey. The collected data were analysed using percentages, means, standard deviations, ANOVA, correlation, regression and thematic analysis. The results show that initially students exhibit a positive attitude towards mathematics, but their attitude becomes less positive as the students move forward to higher levels of education. A significant positive weak correlation between students' attitude and performance was established. Mathematics' enjoyment and attitude significantly predicted students' performance in our data. The factors influencing the students' liking or disliking of mathematics constituted student's aptitude attribute, instructional and social psychological environmental factors. Furthermore, the results show that failure in examinations is attributed to teacher didactic strategies, institutional resources, poor learning and examination strategies, and failure to understand instructions. The results provide insights for future research and inciting changes in teaching- learning practices that would promote mathematics enjoyment and subsequent better performance in the subject.

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Development of circle learning media to improve student learning outcomes

2019-10-01

Ni Made Dwijayani

The purpose of this research was to develop mathematics learning media which were valid, practical, and effective. The mathematics learning media which was developed in this study consisted of mathematics … The purpose of this research was to develop mathematics learning media which were valid, practical, and effective. The mathematics learning media which was developed in this study consisted of mathematics instructional media which the topics was circle. Data were collected by using observation sheet of instructional media implementation, student's and teacher's response questionnaire, and test of students learning outcomes. The collected data analyzed descriptively. The result of this research showed that the mathematics instructional media were categorized very high in validity, had fulfilled the practicality and the effectiveness aspects. The characteristics of the instructional media are: (1) practical usage; (2) learning activities were guided students to think critically and creatively; (3) exercises and real problems gave students the opportunity to think about alternative solutions to solve problems; and (4) provide variations in the learning.

Rancangan Eksperimen-Kuasi

2019-12-05

Thomas Dicky Hastjarjo

Many studies in master psychology and professional psychology study programs used quasi-experimental methods, but there was no reference regarding quasi-experiments written in Indonesian. This article will fill in the blanks … Many studies in master psychology and professional psychology study programs used quasi-experimental methods, but there was no reference regarding quasi-experiments written in Indonesian. This article will fill in the blanks on reference to quasi-experimental methods. The article explains quasi-experimental design or non-randomized experimental design. According to Campbell quasi experimental design is divided into four types, namely (a) quasi-experimental design without control group or pretest, b) quasi experimental design with control group and pretest, c) time series design, and d) regression discontinuity design. Each type was broken down into a more specific design.

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Early Childhood Mathematics Learning

2009-04-01

EFEKTIVITAS PEMBELAJARAN DARING MENGGUNAKAN MEDIA ONLINE SELAMA PANDEMI COVID-19 PADA MATA PELAJARAN MATEMATIKA

2020-05-31

Mustakim Mustakim

AbstrakPenelitian ini bertujuan untuk mengetahui gambaran efektivitas pembelajaran daring menggunakan media online selama pandemi covid-19 pada mata pelajaran matematika. Penelitian ini merupakan penelitian kuantitatif deskriptif yang fokus pada evaluasi pembelajaran … AbstrakPenelitian ini bertujuan untuk mengetahui gambaran efektivitas pembelajaran daring menggunakan media online selama pandemi covid-19 pada mata pelajaran matematika. Penelitian ini merupakan penelitian kuantitatif deskriptif yang fokus pada evaluasi pembelajaran menggunakan media online. Populasi penelitian yakni seluruh peserta didik SMA Negeri 1 Wajo yang diajar pada mata pelajaran matematika menggunakan metode daring. Sampel penelitian yakni peserta didik kelas XI MIPA 1 SMA Negeri 1 Wajo yang dipilih menggunakan teknik simple random sampling dengan mempertimbangkan homogenitas populasi. Instrumen pengumpulan data menggunakan kuesioner pembelajaran daring. Analisis data menggunakan statistik deskriptif. Hasil penelitian menggambarkan peserta didik menilai pembelajaran matematika menggunakan media online sangat efektif (23,3%), sebagian besar mereka menilai efektif (46,7%), dan menilai biasa saja (20%). Meskipun ada juga peserta didik yang menganggap pembelajaran daring tidak efektif (10%), dan sama sekali tidak ada (0%) yang menilai sangat tidak efektif. Akhirnya, untuk meningkatkan kualitas pembelajaran daring matematika selama pandemi covid-19, maka pendidik harus memenuhi sepuluh saran dari responden, yakni: (1) pembelajaran dilakukan melalui video call; (2) pemberian materi pembelajaran yang ringkas; (3) meminimalisir mengirim materi dalam bentuk video berat untuk menghemat kuota; (4) pemilihan materi dalam video harus berdasarkan kriteria bahasa yang mudah dipahami; (5) tetap memberikan materi sebelum penugasan; (6) pemberian soal yang variatif dan berbeda tiap peserta didik; (7) pemberian tugas harus disertakan cara kerjanya; (8) memberikan tugas sesuai dengan jadwal pelajaran; (9) mengingatkan peserta didik jika ada tugas yang diberikan; dan (10) mengurangi tugas.AbstractThis study aims to describe the effectiveness of online learning during the covid-19 pandemic in mathematics. This descriptive quantitative research focuses on the evaluation of online learning. The population of this study was all the students of SMA Negeri 1 Wajo who were taught mathematics. The research sample is XI MIPA SMA Negeri 1 Wajo was selected randomly with population homogeneity consideration. Data was collected by using an online learning questionnaire and analyzed descriptively. The result showed the presentation on students’ who were assuming learning mathematics was very effective with online learning was 23.3 %, the majority of students who assumed it was effective was 46.7 %, 20% of them assume it was nothing special, 10 % assume it was not effective, and 0% assume it was very ineffective . It also found from the study that to enhance the quality of mathematics online learning during the covid-19 pandemic, the teachers should full fill the respondent recommendations, they are; (1) the learning should be done with video call (2) the contents should be simple; (3) minimize the learning video capacity (4) the language that used in the video should be easy to understand; (5) the content should be explained before giving the task; (6) variety task for each student; (7) the task should come with clear instructions; (8) the task should be on schedule; (9) the task should be reminded to the students; (10) reduces the task.

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Kemampuan Berpikir Tingkat Tinggi Dalam Menyelesaikan Soal HOTS Mata Pelajaran Matematika

2020-06-23

Putu Manik Sugiari Saraswati , Gusti Ngurah Sastra Agustika

Pesatnya perkembangan pengetahuan dan teknologi abad 21, menuntut manusia memiliki kemampuan berpikir tingkat tinggi. Pada dunia pendidikan, HOTS merupakan kemampuan berpikir siswa yang tidak hanya mengingat tetapi juga diharapkan untuk … Pesatnya perkembangan pengetahuan dan teknologi abad 21, menuntut manusia memiliki kemampuan berpikir tingkat tinggi. Pada dunia pendidikan, HOTS merupakan kemampuan berpikir siswa yang tidak hanya mengingat tetapi juga diharapkan untuk dapat mengembangkan ide. Penelitian deksriptif ini bertujuan untuk mengetahui kemampuan berpikir tingkat tinggi dan mengetahui kendala dalam menyelesaikan soal HOTS mata pelajaran matematika siswa kelas V. Data tersebut dikumpulkan dengan memberikan tes uraian dan wawancara kepada 85 siswa. Hasil analisis PAP pada skor akhir tes menunjukkan seabanyak 45 siswa (53%) memiliki Kemampuan Berpikir HOTS Cukup. Bagian selanjutnya melalui analisis isi, hasil wawancara menunjukkan terdapat 53 siswa (62%) siswa mengalami kendala pada proses membuat/membentuk kalimat matematika. Bersumber pada hal tersebut dapat disimpulkan siswa kelas V SDN 1 Padang Sambian cenderung memiliki kemampuan berpikir HOTS cukup serta masih rendah dalam menajawab soal dengan ranah kognitif C6, sedangkan kendala siswa terdapat pada proses membuat/membentuk kalimat matematika. Simpulan yang diperoleh berimplikasi pada peningkatan kemampuan berpikir siswa tiap tingkat ranah kognitif melalui penilaian berbasis HOTS.

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CHALLENGES DURING THE PANDEMIC: USE OF E-LEARNING IN MATHEMATICS LEARNING IN HIGHER EDUCATION

2020-09-06

Muhammad Irfan , Betty Kusumaningrum , Yuyun Yulia +1 more

On March 16, 2020, many universities in Indonesia began implementing online-based learning to replace lectures in the classroom. This is done as a way to reduce the transmission of the … On March 16, 2020, many universities in Indonesia began implementing online-based learning to replace lectures in the classroom. This is done as a way to reduce the transmission of the Covid-19 outbreak in Indonesia. There is an opinion that with the implementation of online learning, especially in mathematics education study programs, there are many obstacles when learning takes place. This study aims to determine the obstacles that arise after the implementation of online learning in mathematics learning in Higher Education. This research is a qualitative case study, assisted by an online survey. The researcher collected data through an online survey consisting of 27 questions. The survey is aimed at lecturers who teach in Mathematics Education study programs in Indonesia. The survey contains structured questions and leads to three parts, namely; basic skills challenges, teaching and learning challenges, and university challenges. The 27 questions contained questions about the ability of platform mastery to support online learning owned by each lecturer. The research involved 26 lecturers from universities in Sumatra, Java, Kalimantan, and Sulawesi. The results of this study reveal that all lecturers affected by the pandemic use a Learning Management System (LMS) based website as a means of online learning. The learning management system-based platform is the most widely used (google class and Edmodo) while video conferencing is the second choice (Zoom and Skype). What is interesting is that the LMS available on campus is less attractive to lecturers. However, there are obstacles faced such as the limitations of writing mathematical symbols and the limited basic capabilities of the learning management system and multimedia software to support online learning.

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Peningkatan Kemampuan Pemecahan Masalah Matematis Siswa melalui Pembelajaran Berbasis Masalah

2016-05-30

Tina Sri Sumartini

Penelitian ini dilatarbelakangi oleh hasil-hasil penelitian terdahulu yang menunjukkan bahwa kemampuan pemecahan masalah matematis siswa belum sesuai dengan yang diharapkan. Salah satu pembelajaran untuk meningkatkan kemampuan pemecahan masalah matematis adalah … Penelitian ini dilatarbelakangi oleh hasil-hasil penelitian terdahulu yang menunjukkan bahwa kemampuan pemecahan masalah matematis siswa belum sesuai dengan yang diharapkan. Salah satu pembelajaran untuk meningkatkan kemampuan pemecahan masalah matematis adalah pembelajaran berbasis masalah. Tujuan penelitian ini adalah untuk mengetahui peningkatan kemampuan pemecahan masalah matematis siswa sebagai akibat dari pembelajaran berbasis masalah. Penelitian ini adalah kuasi eksperimen yang menerapkan dua pembelajaran yaitu pembelajaran berbasis masalah dan pembelajaran konvensional. Populasi dalam penelitian ini adalah siswa di salah satu SMK di Kabupaten Garut. Pengambilan sampel dilakukan secara purposive sampling, dan diperoleh dua kelas sebagai sampel penelitian. Instrumen penelitian yang digunakan adalah tes kemampuan pemecahan masalah matematis. Berdasarkan hasil analisis tersebut diperoleh kesimpulan bahwa: (1) peningkatan kemampuan pemecahan masalah matematis siswa yang mendapat pembelajaran berbasis masalah lebih baik daripada siswa yang mendapat pembelajaran konvensional, (2) Kesalahan-kesalahan yang dilakukan oleh siswa ketika mengerjakan soal-soal yang berkaitan dengan kemampuan pemecahan masalah matematis adalah kesalahan karena kecerobohan atau kurang cermat, kesalahan mentransformasikan informasi, kesalahan keterampilan proses, dan kesalahan memahami soal. This research is motivated by the results of previous studies that showed that students' mathematical problem-solving ability is not as expected. One lesson to improve mathematical problem solving is based learning problems. The purpose of this study was to determine the increase in students' mathematical problem-solving ability as a result of problem-based learning. This study is a quasi-experimental study that applies two problem-based learning and conventional learning. The population in this study were students in one of the vocational schools in Garut. Sampling was done by purposive sampling and obtained two classes as the study sample. The research instrument used was a test of mathematical problem-solving abilities. Based on these results we concluded that: (1) the increase in students' mathematical problem-solving ability that gets problem-based learning better than students who received conventional learning, (2) mistakes made by student when working on the problems related to mathematical problem-solving ability was a mistake due to carelessness or less closely, transform fault information, error process skills, and misunderstanding question.

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Difficulties in solving context-based PISA mathematics tasks: An analysis of students’ errors

2014-12-01

Ariyadi Wijaya , Marja van den Heuvel‐Panhuizen , Michiel Doorman +1 more

The intention of this study was to clarify students’ difficulties in solving context-based mathematics tasks as used in the Programme for International Student Assessment (PISA). The study was carried out … The intention of this study was to clarify students’ difficulties in solving context-based mathematics tasks as used in the Programme for International Student Assessment (PISA). The study was carried out with 362 Indonesian ninth- and tenth-grade students. In the study we used 34 released PISA mathematics tasks including three task types: reproduction, connection, and reflection. Students’ difficulties were identified by using Newman’s error categories, which were connected to the modeling process described by Blum and Leiss and to the PISA stages of mathematization, including (1) comprehending a task, (2) transforming the task into a mathematical problem, (3) processing mathematical procedures, and (4) interpreting or encoding the solution in terms of the real situation. Our data analysis revealed that students made most mistakes in the first two stages of the solution process. Out of the total amount of errors 38% of them has to do with understanding the meaning of the context-based tasks. These comprehension errors particularly include the selection of relevant information. In transforming a context-based task into a mathematical problem 42% of the errors were made. Less errors were made in mathematical processing and encoding the answers. These types of errors formed respectively 17% and 3% of the total amount of errors. Our study also revealed a significant relation between the error types and the task types. In reproduction tasks, mostly comprehension errors (37%) and transformation errors (34%) were made. Also in connection tasks students made mostly comprehension errors (41%) and transformation errors (43%). However, in reflection tasks mostly transformation errors (66%) were made. Furthermore, we also found a relation between error types and student performance levels. Low performing students made a higher number of comprehension and transformation errors than high performing students. This finding indicates that low performing students might already get stuck in the early stages of the modeling process and are unable to arrive in the stage of carrying out mathematical procedures when solving a context-based task.

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Mathematical Enculturation

1988-01-01

Alan J. Bishop

The PISA View of Mathematical Literacy in Indonesia

2011-07-01

Kaye Stacey

PISA, the OECD's international program of assessment of reading,scientific and mathematical literacy (www.oecd.org/pisa), aims to assess the ability of 15 year olds to use the knowledge and skills that have … PISA, the OECD's international program of assessment of reading,scientific and mathematical literacy (www.oecd.org/pisa), aims to assess the ability of 15 year olds to use the knowledge and skills that have acquired at school in real world tasks and challenges. It also uses questionnaires to gather data on students' attitudes to learning and the conditions of schooling. Since 2000, PISA has tested the mathematical literacy of 15 year old students from many countries around the world. This paper describes the design of the PISA assessments, discusses mathematical literacy and reports on a selection of results from the PISA assessments, associated surveys and related analyses to give a flavour of the information that has resulted from this major international initiative. Results for Indonesia are compared with the OECD average and with a selection of countries, addressing issues of overall achievement, equity, and classroom environment. Keyword: PISA View, Mathematical Literacy, Indonesia DOI : http://dx.doi.org/10.22342/jme.2.2.746.95-126

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Mathematical Problem Solving.

1989-01-01

Steven Galovich , Alan H. Schoenfeld

The development of mathematical thinking

1983-01-01

Herbert P. Ginsburg

The Development of Arithmetic Concepts and Skills

2013-06-17

Arthur J. Baroody , Ann Dowker

Contents: G. Hatano, Foreword. A.J. Baroody, A. Dowker, Preface. A.J. Baroody, The Development of Adaptive Expertise and Flexibility: The Integration of Conceptual and Procedural Knowledge. R. Cowan, Does It All … Contents: G. Hatano, Foreword. A.J. Baroody, A. Dowker, Preface. A.J. Baroody, The Development of Adaptive Expertise and Flexibility: The Integration of Conceptual and Procedural Knowledge. R. Cowan, Does It All Add Up? Changes in Children's Knowledge of Addition Combinations, Strategies, and Principles. A.J. Baroody, S.H. Tiilikainen, Two Perspectives on Addition Development. A.J. Baroody, J.L.M. Wilkins, S.H. Tiilikainen, The Development of Children's Understanding of Additive Commutativity: From Protoquantitative Concept to General Concept? K-H. Seo, H.P. Ginsburg, You've Got to Carefully Read the Math Sentence...: Classroom Context and Children's Interpretations of the Equals Sign. B. Butterworth, N. Marschesini, L. Girelli, Basic Multiplication Combinations: Passive Storage or Dynamic Reorganization? J-A. LeFevre, B.L. Smith-Chant, K. Hiscock, K.E. Daley, J. Morris, Young Adults' Strategic Choices in Simple Arithmetic: Implications for the Development of Mathematical Representations. I.T. Miura, Y. Okamoto, Language Supports for Mathematics Understanding and Performance. A. Dowker, Young Children's Estimates for Addition: The Zone of Partial Knowledge and Understanding. K.C. Fuson, B.H. Burghardt, Multidigit Addition and Subtraction Methods Invented in Small Groups and Teacher Support of Problem Solving and Reflection. R. Ambrose, J-M. Baek, T.P. Carpenter, Children's Invention of Multidigit Multiplication and Division Algorithms. C. Donlan, The Early Numeracy of Children With Specific Language Impairments. N. Jordan, L.B. Hanich, H.Z. Uberti, Mathematical Thinking and Learning Difficulties. M. Delazer, Neuropsychological Findings on Conceptual Knowledge of Arithmetic. L. Heavey, Arithmetical Savants. J. Bisanz, Arithmetical Development: Commentary on Chapters 1 through 8 and Reflections on Directions. D.C. Geary, Arithmetical Development: Commentary on Chapters 9 through 15 and Future Directions.

Eulerian Graph in STEM Learning Approach : Local Instruction Theory for Prospective Mathematics Teacher

2025-06-25

Ria Deswita , Febria Ningsih | Jurnal Kependidikan Jurnal Hasil Penelitian dan Kajian Kepustakaan di Bidang Pendidikan Pengajaran dan Pembelajaran

This study aims to design a LIT of Eulerian graphs based on the STEM learning approach. By combining LIT with the STEM approach, teaching Eulerian graph material can be done … This study aims to design a LIT of Eulerian graphs based on the STEM learning approach. By combining LIT with the STEM approach, teaching Eulerian graph material can be done in a more applicable and easily understood way by prospective mathematics teacher students. This study is a design research study with three stages, preliminary design, design experiment, and retrospective analysis. The trial was conducted on fourth-semester prospective mathematics teacher students of the Mathematics Education Department, Faculty of Education and Teacher Training, IAIN Kerinci. The instruments used were validation sheets and student response questionnaires. The analysis was carried out quantitatively and qualitatively. Based on data analysis, it was found that 1) The stages carried out to obtain a LIT of Eulerian graphs based on the STEM learning approach consisted of preliminary design (analyzing subjects, setting objectives, literature review, compiling HLT, and expert validation), design experiments (pilot experiments and teaching experiments), and retrospective analysis. 2) Local instruction theory of Eulerian graphs based on the STEM learning approach is practically applied in learning with a practicality percentage of 88% which is categorized as very practical. The application of LIT in learning Eulerian Graph with the STEM approach shows positive results in improving the mathematical understanding of prospective mathematics teacher students.

The Relationship of Reading Comprehension and Arithmetic Proficiency Skills of Intermediate Pupils at Madatag Elementary School: Basis for Intervention

2025-06-25

Thelma E. Dangao | Asian Journal of Education and Social Studies

This study investigates the correlation between reading comprehension skills and arithmetic proficiency skills among intermediate pupils at Madatag Elementary School. Recognizing the interdependence of literacy and numeracy in academic performance, … This study investigates the correlation between reading comprehension skills and arithmetic proficiency skills among intermediate pupils at Madatag Elementary School. Recognizing the interdependence of literacy and numeracy in academic performance, the research aims to determine whether students' ability to understand written text significantly influences their performance in arithmetic tasks. Reading comprehension plays a pivotal role in students’ academic achievement across various disciplines, particularly in mathematics where understanding problem statements is essential for successful problem-solving. This study used a descriptive-correlational research design using Philippine Informal Reading Inventory [Phil IRI] and Assessment Tool in Numeracy [ATiN]. Weighted mean, standard deviation, and Pearson-r moment correlation coefficient were used. The majority of intermediate pupils at Madatag Elementary School are struggling with reading comprehension, as most of them fall within the frustration level of performance. Only a small number of learners demonstrated higher levels of comprehension, indicating a general difficulty in understanding reading texts. The wide range of scores among the pupils also highlights a significant variation in their reading abilities, suggesting that comprehension among the group are inconsistent and largely underdeveloped. The arithmetic proficiency levels of intermediate pupils at Madatag Elementary School vary significantly, with the majority falling under the "Developing" category, indicating a general need for improvement in arithmetic skills. A few pupils demonstrated high levels of proficiency, while some were identified at the "Beginning" level, showing substantial challenges. This variation highlights a performance gap among learners, with only a small group showing strong arithmetic skills and most requiring further instructional support to enhance their competence in basic mathematical operations. A very strong positive correlation (r=0.90, p<0.001) was found between the reading comprehension skills and arithmetic proficiency skills of the intermediate pupils at Madatag Elementary School. The results indicate that pupils who perform well in reading comprehension also tend to excel in arithmetic tasks. This suggests a close relationship between the two skill areas, highlighting how the ability to understand written information may influence mathematical performance, particularly in solving word problems. Based on the results, the study proposes targeted interventions that integrate reading strategies into mathematics instruction to enhance overall academic performance.

Mathematics Activity Tool for Helping and Remediating Elementary Students’ Competency and Understanding Effectively

2025-06-25

Jennyfer D. Adofina | International Journal of Research and Innovation in Social Science

This action research aimed to improve the numeracy skills of selected Grade 4 learners at Famy Elementary School through the use of activity sheets as a remedial intervention tool. Nine … This action research aimed to improve the numeracy skills of selected Grade 4 learners at Famy Elementary School through the use of activity sheets as a remedial intervention tool. Nine learners who demonstrated low performance in Mathematics based on diagnostic and quarterly assessments were selected as participants. The intervention, titled Project MATHRESCUE (Mathematics Activity Tool for Helping and Remediating Elementary Students’ Competency and Understanding Effectively), involved the weekly administration of contextualized and scaffolded activity sheets aligned with the Most Essential Learning Competencies (MELCs). A pre-test and post-test were conducted to measure learners’ progress, and observational checklists and learner feedback were used to assess engagement and participation. The results showed a significant improvement in the learners’ average scores, increasing from 56% in the pre-test to 83% in the post-test. A paired t-test showed statistical significance (p < 0.05), indicating that the observed improvements were unlikely due to chance. Additionally, qualitative data indicated that learners became more confident, motivated, and actively engaged in Mathematics lessons. The findings suggest that the use of structured and learner-friendly activity sheets is an effective remedial strategy to enhance mathematical understanding and academic performance. However, the small sample size and absence of a control group limit the generalizability of findings. Future studies should consider larger samples and controlled designs to validate outcomes.

The Implementation of Hanging Board Media in Improving Mathematics Learning Outcomes on Number Sequence Material for Grade 2 Students at MI Miftahul Ulum

2025-06-25

Lia Febriani , Nurul Aisyah | Kepompong Children Centre Journal

This study aims to improve mathematics learning outcomes on number sequence material for Grade 2 students at MI Miftahul Ulum by implementing hanging board media. This classroom action research was … This study aims to improve mathematics learning outcomes on number sequence material for Grade 2 students at MI Miftahul Ulum by implementing hanging board media. This classroom action research was carried out in two cycles, each consisting of planning, implementation, observation, and reflection stages. The subjects of the study were second-grade students of MI Miftahul Ulum. Data were collected through observation, tests, and documentation. The study results indicate that using hanging board media can enhance students’ learning outcomes in mathematics. Improvements were observed across the learning cycles, with a notable increase in student engagement, participation, and motivation during the learning process. The hanging board media proved effective in helping students grasp the concept of number sequences more concretely and interestingly. This research contributes to developing innovative learning media for primary mathematics education, especially making abstract mathematical concepts more accessible to young learners through visual and interactive approaches.

The Effect of Problem-Based Learning Model on Students’ Learning Outcomes: A Case on Central Tendency Measures

2025-06-24

Syarifah Ainurrohimah , Evi Hulukati , Auli Irfah | (JIML) JOURNAL OF INNOVATIVE MATHEMATICS LEARNING

This study investigates the low academic performance of eighth-grade students at SMP Negeri 2 Telaga, with an average score of 50.1. Effective learning requires the application of appropriate teaching models … This study investigates the low academic performance of eighth-grade students at SMP Negeri 2 Telaga, with an average score of 50.1. Effective learning requires the application of appropriate teaching models to foster active student participation and improve outcomes. The purpose of this research is to determine the difference in student achievement between those taught using the Problem-Based Learning (PBL) model and those taught through Direct Instruction, specifically on the topic of measures of central tendency. A quantitative approach was used with a Posttest-Only Control Group Design. The sample consisted of 16 students in the experimental group and 15 in the control group. Data were analyzed using both descriptive and inferential statistics. Descriptive analysis included measures such as mean, mode, median, variance, and standard deviation. Inferential analysis was conducted to test the normality and homogeneity of the data before performing hypothesis testing.The findings reveal that the average posttest score of students taught with the PBL model was higher than that of students taught using direct instruction. This difference was supported by a hypothesis test result of 555 at a 0.05 significance level and an effect size of 1.043, indicating a high level of impact.These results suggest that the Problem-Based Learning model significantly improves student learning outcomes in the topic of measures of central tendency for eighth-grade students at SMP Negeri 2 Telaga.

Pemberdayaan Komunitas Belajar 'Setitik Cahaya Genz' Melalui Penggunaan Media Kartu Bilangan untuk Meningkatkan Pemahaman Konsep Matematika

2025-06-24

Rince Sefriana Margarita Benu , Osniman Paulina Maure , Timoteus Ajito +2 more | ABDI UNISAP Jurnal Pengabdian Kepada Masyarakat

Tujuan dari pengabdian masyarakat ini adalah meningkatkan pemahaman konsep matematika melalui media kartu bilangan bagi anak-anak SD pada komunitas belajar “Setitik Cahaya Genz”. Metode pelaksanaan pengabdian masyarakat ini akan diterapkan … Tujuan dari pengabdian masyarakat ini adalah meningkatkan pemahaman konsep matematika melalui media kartu bilangan bagi anak-anak SD pada komunitas belajar “Setitik Cahaya Genz”. Metode pelaksanaan pengabdian masyarakat ini akan diterapkan serangkaian proses kegiatan yang sudah terstruktur dan ditata secara sistematis, yakni 1). Perencanaan, 2). Pelaksanaan dan 3). Evaluasi. Sasaran dari kegiatan PKM ini adalah anak-anak SD yang berada pada jenjang kelas I-III dengan jumlah 15 orang. Melalui pendekatan partisipatif, tim peneliti dan relawan mengembangkan dan menerapkan media kartu bilangan dalam proses pembelajaran. Kegiatan PKM ini dilakukan selama 4 kali pertemuan. Hasilnya menunjukkan peningkatan signifikan dalam pemahaman konsep matematika, khususnya dalam operasi bilangan cacah seperti penjumlahan, pengurangan, perkalian, dan pembagian. Hal ini terlihat dari nilai rata-rata pretest meningkat setelah dilaksakan posttest yaitu 51,9 meningkat menjadi 86,6. Selama proses pelaksanaan PKM siswa terlihat sangat berantusias dan termotivasi untuk mempelajari materi operasi bilangan cacah karena adanya media kartu bilangan yang menarik dengan beragam warna dan bentuk. Para pendidik dapat memanfaatkan berbagai media kartu bilangan dalam pembelajaran untuk mengajarkan konsep-konsep matematika.

PENGARUH LINGKUNGAN BELAJAR TERHADAP PRESTASI AKADEMIK SETINGKAT MENENGAH ATAS

2025-06-24

Rafico Rifki Febrian , Afif Rofi Ubaidillah , Mufaizah Mufaizah | Deleted Journal

Penelitian ini bertujuan untuk mengkaji pengaruh lingkungan belajar terhadap prestasi akademik siswa pada jenjang pendidikan setingkat menengah atas. Metode yang digunakan adalah studi literatur dengan menelaah berbagai hasil penelitian relevan … Penelitian ini bertujuan untuk mengkaji pengaruh lingkungan belajar terhadap prestasi akademik siswa pada jenjang pendidikan setingkat menengah atas. Metode yang digunakan adalah studi literatur dengan menelaah berbagai hasil penelitian relevan yang dipublikasikan dalam jurnal ilmiah. Analisis dilakukan secara deskriptif kualitatif dengan mengidentifikasi pengaruh lingkungan belajar dari aspek fisik, sosial, serta dukungan keluarga dan fasilitas pembelajaran. Hasil kajian menunjukkan bahwa lingkungan belajar yang nyaman, aman, dan mendukung mampu meningkatkan motivasi belajar, konsentrasi, serta partisipasi siswa dalam proses pembelajaran. Dukungan orang tua dan ketersediaan sarana belajar juga berkontribusi positif terhadap pencapaian akademik. Meskipun terdapat variasi tingkat pengaruh dalam setiap penelitian, secara umum ditemukan bahwa lingkungan belajar memiliki peran signifikan dalam mendorong prestasi akademik siswa. Upaya menciptakan lingkungan belajar yang kondusif baik dirumah maupun di sekolah menjadi langkah strategis dalam meningkatkan kualitas pendidikan pada jenjang menengah atas.

Analisis Kesulitan Belajar Matematika Murid Sekolah Dasar: Karakteristik, Faktor Penyebab, dan Upaya Penanganan

2025-06-24

Helena Anggraeni Putri , Deny Hadi Siswanto , Nur Wahyuni +1 more | Murabbi.

This study was conducted in class V-B of Menggermalang State Elementary School with the aim of identifying the characteristics of students' learning difficulties in mathematics, including the characteristics, causes, and … This study was conducted in class V-B of Menggermalang State Elementary School with the aim of identifying the characteristics of students' learning difficulties in mathematics, including the characteristics, causes, and efforts to address them. The research employed a qualitative approach with a case study design. The participants of the study consisted of the principal, the classroom teacher, three V-B students selected based on the teacher's recommendation, and the students' parents. Data were collected through interviews, documentation, and observations. The analysis results showed that: 1) Students' learning difficulties in mathematics were characterized by abnormalities in visual-spatial perception; 2) The factors causing learning difficulties included internal factors such as interest, attitude, motivation, and sensory ability for learning, as well as external factors such as teaching strategies, facilities, family environment, and community; 3) Efforts to address the learning difficulties involved the roles of the teacher and parents, with the teacher providing motivation to the students

Penerapan RME: Peningkatan Prestasi Belajar Matematika Murid

2025-06-24

Wiwin Dwi Astutik , Deny Hadi Siswanto , Kintoko | Murabbi.

This study aims to analyze the effectiveness of implementing the Realistic Mathematics Education (RME) approach in improving the learning outcomes of sixth-grade students at 1 Samigaluh State Elementary School. The … This study aims to analyze the effectiveness of implementing the Realistic Mathematics Education (RME) approach in improving the learning outcomes of sixth-grade students at 1 Samigaluh State Elementary School. The method used is Classroom Action Research (CAR) with a research sample of 29 students. The study was conducted in two cycles over three months, from December 2024 to February 2025. Research instruments included open-ended tests to measure students' understanding and observation sheets to assess the learning process. Data were analyzed descriptively through data reduction, data presentation, as well as analysis and interpretation of research findings. The results showed that before implementing RME, students were less active in learning, with a mastery level of only 27%. In Cycle I, after applying RME, there was a gradual improvement, with the mastery percentage increasing to 38% in the first meeting and 56% in the second meeting. However, these results did not yet meet the minimum success indicator (≥75%), requiring improvements in Cycle II. In the first meeting of Cycle II, the achievement percentage reached 78%. By the second meeting of Cycle II, student learning outcomes reached a maximum level of 98%. The gradual implementation of the RME approach, accompanied by increased student engagement and variations in teaching methods, can significantly enhance students' mathematics learning outcomes

Analysis of the Implementation of Learning Environment Management at SD Alkhairaat 2 Palu

2025-06-24

Rizal Rizal , Lia Trisniawati , Pahriadi Pahriadi +2 more | INTERNATIONAL JOURNAL OF MULTIDISCIPLINARY RESEARCH AND ANALYSIS

The purpose of this study is to find out how the Implementation of Learning Environment Management in SD Alkhairaat 2 Palu Schools. This research uses a descriptive approach or a … The purpose of this study is to find out how the Implementation of Learning Environment Management in SD Alkhairaat 2 Palu Schools. This research uses a descriptive approach or a qualitative approach. The subjects in this study are the principal, teachers and fifth grade students of SD Alkhairaat 2 Palu. The data collection techniques used are observation, documentation, and interviews. The analysis used is data collection, data reduction, data presentation, and verification or drawing conclusions. The results of the study show that the management of the physical environment of the classroom has been well implemented, where the teacher involves students in the arrangement of the classroom to create a comfortable and effective learning atmosphere. The application of discipline in managing learning shows the efforts of teachers and principals as examples, although there are still challenges in student discipline. Good communication between teachers and students is built through an open approach, creating harmonious relationships and a positive learning atmosphere. An effective classroom organization is formed through a fair division of tasks, increasing student responsibility. Overall, the management of the learning environment at SD Alkhairaat 2 Palu has been well implemented, although the challenges in maintaining students' focus on learning still need further attention.

Maksimalisasi Kemampuan Pemecahan Masalah Matematika melalui Penerapan Model PBL pada Siswa SD

2025-06-24

Fajar Tri Hatmoko , Nur Wahyuni , Tutik Shahidayanti +1 more | Murabbi.

Mathematics education in elementary schools plays an important role in developing students' logical and analytical thinking skills, but many still experience difficulties in understanding and solving mathematics problems that require … Mathematics education in elementary schools plays an important role in developing students' logical and analytical thinking skills, but many still experience difficulties in understanding and solving mathematics problems that require critical thinking. This research aims to analyze the effectiveness of the Problem Based Learning (PBL) model in improving the mathematical problem solving abilities of fifth grade students at SD Muhammadiyah Mlangi. The method used is the Kemmis and McTaggart model of classroom action research, including planning, implementation, observation and reflection. The research subjects consisted of 27 class V students. Data was collected through evaluation tests and observation of student activities in PBL-based learning, then analyzed comparatively descriptively. The research results show that the application of PBL has a positive impact on students' problem solving abilities. The average value increased from 65.87 in the pre-cycle to 77.95 in Cycle I and 86.44 in Cycle II. Students also become more active and confident in solving math problems. These findings indicate that PBL is effective as an innovative learning strategy in improving the quality of mathematics learning in elementary schools

Development of ethnomathematics-based e-modules to improve student learning outcomes on circle material

2025-06-24

Aleksius Madu , Imelda Hendriani Eku Rimo , Bakher Nenotaek +1 more | International Journal of Innovative Research and Scientific Studies

This study aims to develop an e-module on grade XI circle material based on Sawah Lodok ethnomathematics as a representation of the local wisdom of the Manggarai community with the … This study aims to develop an e-module on grade XI circle material based on Sawah Lodok ethnomathematics as a representation of the local wisdom of the Manggarai community with the help of the Canva application. This e-module development uses the Research and Development (R&D) model with the ADDIE (Analysis, Design, Development, Implementation, Evaluation) approach. The findings showed that the developed e-module was declared valid and practical by expert validators and practitioners and received positive responses from students. The effectiveness test showed a significant increase in student learning outcomes after using the e-module. The ethnomathematics-based e-module on circle material developed is effective in improving student learning outcomes. This e-module successfully integrates the mathematical concept of circles with relevant local cultural contexts, thus making learning more meaningful and easier for students to understand. The practical implication of this research is the availability of alternative innovative teaching materials that can be used by teachers to create more engaging and interesting mathematics learning. This e-module can also be a reference for curriculum developers to develop similar teaching materials on other mathematics topics, while still paying attention to the potential of ethnomathematics in local culture.

The Perception of Morphological Awareness on Reading Comprehension in EFL Students

2025-06-24

Zidan Erky , Dzul Rachman , Rani Herning Puspita +1 more | Journal of English Language Learning

This study investigates the perception of morphological awareness and its relationship to reading comprehension among EFL university students using a mixed-methods approach. A total of 57 participants completed questionnaires and … This study investigates the perception of morphological awareness and its relationship to reading comprehension among EFL university students using a mixed-methods approach. A total of 57 participants completed questionnaires and reading comprehension tests, followed by interviews with 5 selected respondents. The quantitative findings revealed that students generally held positive perceptions of morphological awareness, with mean scores ranging from 2.84 to 3.28, and demonstrated strong reading comprehension performance (M = 80.24, SD = 6.014). A Pearson correlation analysis showed a statistically significant but modest positive relationship between morphological awareness and reading comprehension (r = 0.293, p = 0.027), and the questionnaire used had acceptable internal consistency (Cronbach’s Alpha = 0.744). The qualitative results reinforced these findings by illustrating that students frequently used morphological strategies such as word decomposition and contextual guessing to make sense of unfamiliar words. Participants also expressed that these strategies enhanced their reading confidence and reduced reliance on dictionaries or translation tools. Furthermore, many students advocated for greater emphasis on morphological instruction in English reading classes, especially in academic settings. These results suggest that morphological awareness contributes meaningfully to EFL learners’ reading development and supports the integration of morphology-based strategies in language education curricula.

ANGLE (ANALYZE, NOTE, GET, LOGIC, EVALUATE) APPROACH IN IMPROVING SOLVING SKILLS IN ANGLE OF ELEVATION AND DEPRESSION AMONG GRADE 9 STUDENTS

2025-06-24

Judelyn L. Hernane , Sarah Mae A. Licomes , Rhea I. Rebusora | EPRA International Journal of Multidisciplinary Research (IJMR)

This study examined the effectiveness of the ANGLE Approach in improving Grade 9 students skills in solving problems related to angles of elevation and depression. Using a pre-experimental one-group pretest-posttest … This study examined the effectiveness of the ANGLE Approach in improving Grade 9 students skills in solving problems related to angles of elevation and depression. Using a pre-experimental one-group pretest-posttest design, data were collected from 42 purposively selected students through both pre/post assessments and in-depth interviews. The ANGLE Approach consisted of structured lessons, a step-by-step process, and contextualized instruction aimed at developing a deeper understanding of trigonometric concepts. Results revealed a significant improvement from a mean pre-test score of 1.43% (poor) to a post-test score of 33.02% (needs improvement), confirmed by a paired t-test, t(41) = 11.03, p < .001. Qualitative findings supported these results, highlighting five themes: (1) encountering difficulties in solving trigonometry prior to the ANGLE Approach; (2) enhancing problem-solving skills through step-by-step methods and continuous practice; (3) enhancing conceptual understanding to improve accuracy and visualization in problem-solving; (4) enhancing learning through real-world application; and (5) believing that interactive activities enhance learning. Overall, the ANGLE Approach proved to be an effective intervention for improving both the performance and learning experiences of students tackling problems involving angles of elevation and depression. Keywords: ANGLE Approach, intervention, problem-solving skills, step by step, Philippines

MENINGKATKAN HASIL BELAJAR MATEMATIKA DENGAN MODEL PROBLEM BASED LEARNING BERBANTUAN MEDIA GAMBAR KELAS IV

2025-06-23

Nury Azkiya Umamy , Marlina Marlina , Novita Sari | ACTION Jurnal Inovasi Penelitian Tindakan Kelas dan Sekolah

ABSTRACT The background to this research was the problem faced by students in understanding the explanations given by teachers who only explained the theory without adding examples that were in … ABSTRACT The background to this research was the problem faced by students in understanding the explanations given by teachers who only explained the theory without adding examples that were in accordance with the material given. This study was conducted to improve mathematics learning outcomes with the Problem Based Learning model assisted by class IV picture media. This research is a class action research. The method of data collection is from teacher and student activity sheets at each meeting, while learning outcomes are obtained from evaluation results at each meeting. The type of data is quantitative data in the form of learning outcomes and qualitative data in the form of teacher and student activity observations. The results show that the use of problem-based learning model assisted by image media can improve student learning outcomes. Data analysis techniques are divided into 3, namely: Teacher activity, student activity, and student learning completeness. The learning outcomes are as follows: cycle I teacher activity reached Good criteria with a score of 61.6%, and cycle II meeting III reached Very Good criteria with a score of 85.7%. Student activity in cycle I reached the Active criteria with a score of 65.9%, and cycle II meeting III reached the Very Active criteria with a score of 85%. The percentage of student learning completeness in cycle I reached 66.7%, and cycle II meeting III reached 85%. ABSTRAK Latar belakang terlaksananya penelitian ini adanya permasalahan pada siswa dalam memahami penjelasan yang diberikan oleh guru yang lebih menerangkan teori saja, tanpa menambahkan contoh yang sesuai dengan materi yang diberikan. Penelitian ini dilaksanakan untuk meningkatkan hasil belajar matematika dengan model Problem Based Learning berbantuan media gambar kelas IV. Penelitian ini merupakan penelitian tindakan kelas. Cara pengambilan data adalah dari lembar aktivitas guru dan siswa di setiap pertemuan, sedangkan hasil belajar didapat dari hasil evaluasi di setiap pertemuan. Jenis data yaitu data kuantitatif berupa hasil belajar dan data kualitatif berupa observasi aktivitas guru dan siswa. Hasil menunjukkan bahwa dengan penggunaan model problem based learning berbantuan media gambar dapat meningkatkan hasil belajar peserta didik. Teknik análisis data terbagi menjadi 3, yaitu: Aktivitas guru, aktivitas siswa, dan ketuntasan belajar siswa. Hasil belajar tersebut sebagai berikut: aktivitas guru siklus I mencapai kriteria Baik dengan skor 61,6%, dan siklus II pertemuan III mencapai kriteria Sangat Baik dengan skor 85,7%. Aktivitas siswa siklus I mencapai kriteria Aktif dengan skor 65,9%, dan siklus II pertemuan III mencapai kriteria Sangat Aktif dengan skor 85%. Persentase ketuntasan belajar siswa Siklus I mencapai 66,7%, dan siklus II pertemuan III mencapai 85%.

Utilization and Challenges of Integrative Teaching Strategies in Mathematics for Junior High School Students of Holy Trinity College of General Santos City

2025-06-23

Kristel Mae Patol | Journal of Tertiary Education and Learning

This study examines the utilization and challenges of integrative teaching strategies (ITS) among Mathematics teachers at Holy Trinity College of General Santos City, focusing on thematic teaching, content-based instruction, and … This study examines the utilization and challenges of integrative teaching strategies (ITS) among Mathematics teachers at Holy Trinity College of General Santos City, focusing on thematic teaching, content-based instruction, and focused inquiry. ITS promotes interdisciplinary learning, critical thinking, and student engagement by integrating various subjects and real-world applications. Despite their benefits, their implementation in Mathematics education remains underexplored. Findings indicate that Mathematics teachers frequently employ ITS, with thematic teaching fostering collaboration, content-based instruction utilizing diverse resources, and focused inquiry enhancing critical thinking. However, challenges such as insufficient professional development, time constraints, and difficulties aligning curriculum standards with interdisciplinary approaches persist. A weak negative correlation was found between ITS utilization and these challenges, suggesting that increased ITS use slightly mitigates difficulties but is not the primary determinant of challenges faced. The study recommends continuous professional development, improved resource allocation, and structured collaboration time to enhance ITS integration. Further research should explore ITS effects on student outcomes, including academic achievement and critical thinking, as well as the role of technology in supporting interdisciplinary learning and overcoming logistical barriers.

Representasi Matematis Siswa Kelas VIII pada Materi Segiempat Ditinjau dari Gaya Belajar Honey Mumford Tipe Aktivis

2025-06-23

Alfian Eka Utama , Dita Oktavihari | Griya Journal of Mathematics Education and Application

Mathematical representation ability is one of the essential and fundamental components that students need to express their mathematical ideas during the learning process. However, field observations show that students' ability … Mathematical representation ability is one of the essential and fundamental components that students need to express their mathematical ideas during the learning process. However, field observations show that students' ability to represent mathematical ideas is still relatively low, including those related to the topic of quadrilaterals. This condition is influenced by the diversity in students’ learning processes, one of which is caused by differences in learning styles. To investigate this issue, a study is needed to obtain a comprehensive description of students' forms of mathematical representation in solving quadrilateral problems, viewed from the perspective of their learning styles. The learning style used in this study is Honey and Mumford's learning style model. This study employed a qualitative approach with a phenomenological design. The subjects of the study were three eighth-grade students from MTsN in Mataram City. The data collection techniques used in this study were questionnaires, tests, and interviews. The results showed that students with an activist learning style tend to experience difficulties in modeling their ideas geometrically when solving problems related to quadrilaterals. They were less able to model and interpret problems in detail. However, when faced with problems that involved representing their ideas to find solutions to real-life situations, in general, students with an activist learning style were able to find appropriate solutions.

Application of Talking Stick Co-operative Model to Improve Students' Mathematics Learning Activity and Result in Primary School

2025-06-23

Iim Fatimah , Dadang Suhada , Khoimatun Khoimatun | Jurnal Riset Pendidikan dan Pengajaran

The objective of this research is to increase the engagement and academic achievement of fourth-grade students at SDN 2 Benda Karangampel, Indramayu in mathematics by implementing the Talking Stick cooperative … The objective of this research is to increase the engagement and academic achievement of fourth-grade students at SDN 2 Benda Karangampel, Indramayu in mathematics by implementing the Talking Stick cooperative learning approach. After consulting with teachers, it was identified that the inadequate utilization of educational resources and the limited diversity in teaching techniques are contributing factors to the students' poor performance. Consequently, this has resulted in a lack of student participation during lessons, as evidenced by only 9% of students achieving a score above the passing mark (65) in the Mid-Semester Assessment (PTS). This research project involves Classroom Action Research (PTK), conducted over three phases: planning, execution, observation, and reflection. The findings indicate that the introduction of the Talking Stick method enhanced the efficiency of the learning process. Evaluations of the teaching process improved from 71% (good category) in the first cycle to 86% (very good category) in the third cycle. Student engagement levels also rose from 61% (active category) in the initial cycle to 83% (very active category) in the final cycle. Moreover, student achievements increased from 54% (19 pupils) in the beginning to 86% (30 pupils) by the end, surpassing the 80% threshold for success. Consequently, the application of the Talking Stick cooperative learning model has been shown to be effective in boosting student participation and results in mathematics education. This innovative approach could offer a unique and enjoyable educational experience for students.

Metode Jarimatika sebagai Alternatif Berhitung Cepat pada Operasi Penjumlahan dan Pengurangan untuk Siswa Sekolah Dasar Negeri 7 Dobo

2025-06-23

Sitti Hajar Kaliky , Susana Labuem | ABDI UNISAP Jurnal Pengabdian Kepada Masyarakat

Kegiatan Pengabdian Kepada Masyarakat ini bertujuan untuk membantu siswa-siswa dalam menguasai operasi penjumlahan dan pengurangan dengan lebih mudah dan menyenangkan. Kegiatan ini diharapkan dapat meningkatkan prestasi, semangat, dan motivasi belajar … Kegiatan Pengabdian Kepada Masyarakat ini bertujuan untuk membantu siswa-siswa dalam menguasai operasi penjumlahan dan pengurangan dengan lebih mudah dan menyenangkan. Kegiatan ini diharapkan dapat meningkatkan prestasi, semangat, dan motivasi belajar matematika siswa serta menumbuhkan rasa percaya diri mereka dalam menghadapi pelajaran matematika. Selain itu, kegiatan ini juga bertujuan untuk memberikan pelatihan kepada para guru agar mereka dapat menerapkan metode jarimatika dalam kegiatan belajar mengajar sehari-hari. Kegiatan pengabdian ini difokuskan pada materi operasi penjumlahan dan pengurangan untuk siswa kelas 3 SD Negeri 7 Dobo, Kabupaten Kepulauan Aru Provinsi Maluku. Kegiatan ini diawali dengan memberikan konsep, makna, serta fungsi dari 10 jari yang masing-masing memiliki makna angka, baik itu angka satuan maupun angka puluhan. Hasil kegiatan ini adalah siswa-siswa lebih paham dan cepat dalam menyelesaikan soal terkait penjumlahan dan pengurangan.

Pengaruh Model Pembelajaran Problem Based Learning Terhadap Kemampuan Pemecahan Masalah Siswa SMK Negeri 1 Waibakul

2025-06-23

Ina Rambu Habati , Darius Imanuel Wadu , Elsy S Hana Taunu | Education Achievement Journal of Science and Research

Tujuan dari penelitian untuk mengetahui pengaruh model pembelajaran problem based learning(PBL) terhadap kemampuan pemecahan masalah matematika siswa di kelas XI TKJ SMK Negeri 1 Waibakul. Penelitian ini merupakan penelitian kuantitatif … Tujuan dari penelitian untuk mengetahui pengaruh model pembelajaran problem based learning(PBL) terhadap kemampuan pemecahan masalah matematika siswa di kelas XI TKJ SMK Negeri 1 Waibakul. Penelitian ini merupakan penelitian kuantitatif dengan jenis eksperimen yang menggunakan one group pretest- post design. Populasi adalah seluruh siswa kelas XI TKJ SMK Negeri 1 Waibakul, dengan sampel penelitian yaitu kelas XI sebagai kelas eksperimen. Instrumen digunakan yaitu pretest dan posttest kemampuan pemecahan masalah matematika siswa sebanyak 3 butir soal. Teknik analisis data yang digunakan adalah uji normalitas, uji homogenitas, taraf signifikasi, dan uji hipotesis. Hasil pengolahan data mennjukan nilai rata-rata posttest yaitu 81.81 lebih besar dari pada nilai rata-rata pretest yaitu 57,03. Pengujian hipotesis dengan uji z menunjukan nilai sig (2-tailed) sebesar 0,000 < 0,05, maka Ha diterima. Disimpulkan bahwa model pembelajaran problem based learning(PBL) berpengaruh positif terhadap kemampuan pemecahan masalah siswa kelas XI TKJ SMK Negeri 1 Waibakul.

Efektivitas Model Pembelajaran Discovery Learning Berbasis Science Technology Engineering Mathematics (STEM) Terhadap Kemampuan Kreativitas Matematis Siswa

2025-06-22

Diah Ayu Sulistianingsih , Ricki Yuliardi | Indo-MathEdu Intellectuals Journal

This research aims to explore and measure the effectiveness of the Discovery Learning learning model based on Science Technology Engineering and Mathematics (STEM) on students' mathematical creativity abilities in mathematics … This research aims to explore and measure the effectiveness of the Discovery Learning learning model based on Science Technology Engineering and Mathematics (STEM) on students' mathematical creativity abilities in mathematics subjects in class VII of SMPN 1 Kadugede. This research uses quantitative research with an experimental approach, specifically using the Quasi Experimental Design (quasi-experiment). The research design applied is nonequivalent pretest-posttest control group design. This study adopts a Quasi Experiment design, where two class groups are the subjects of the study. In selecting samples, this study used purvosive sampling technique: Class VII-G as the experimental class and VII-F as the control class, with each class having a total of 36 students. The experimental class uses the Discovery Learning model based on Science Technology Engineering and Mathematics (STEM), while the control class follows conventional learning methods. Student learning outcome data were collected through pretest and posttest. The data collection techniques used in this study were tests and questionnaires. The data analysis technique used the t-test. The results of this study indicate that the Discovery Learning model based on Science Technology Engineering and Mathematics (STEM) can improve students' mathematical creativity abilities

Strategi Problem Solving untuk Meningkatkan Hasil Belajar Matematika Siswa Kelas IV Sekolah Dasar

2025-06-22

Yoga Iskandar , Muhammad Ali Akbar | JUDIKA Jurnal Pendidikan dan Bahasa

Penelitian ini bertujuan untuk meningkatkan hasil belajar matematika siswa kelas IV SD melalui penerapan strategi Problem Solving pada materi operasi hitung bilangan. Penelitian dilakukan dalam bentuk Penelitian Tindakan Kelas (PTK) … Penelitian ini bertujuan untuk meningkatkan hasil belajar matematika siswa kelas IV SD melalui penerapan strategi Problem Solving pada materi operasi hitung bilangan. Penelitian dilakukan dalam bentuk Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam dua siklus. Setiap siklus terdiri dari tahap perencanaan, pelaksanaan tindakan, observasi, dan refleksi. Subjek penelitian adalah siswa kelas IV SD Negeri Wanajaya II, Kecamatan Kasokandel, Kabupaten Majalengka. Teknik pengumpulan data yang digunakan mencakup tes hasil belajar, observasi aktivitas siswa, serta dokumentasi kegiatan pembelajaran. Hasil penelitian menunjukkan bahwa strategi Problem Solving dapat meningkatkan hasil belajar secara signifikan. Pada siklus I, persentase ketuntasan belajar siswa sebesar 68%, lalu meningkat menjadi 88% pada siklus II. Selain itu, keterlibatan siswa dalam pembelajaran pun mengalami peningkatan. Hal ini terlihat dari antusias siswa dalam berdiskusi, serta kemampuan menyelesaikan soal dengan mandiri. Dengan demikian, strategi Problem Solving terbukti efektif dalam meningkatkan pemahaman konsep dan kemampuan berpikir kritis siswa dalam pembelajaran matematika di tingkat sekolah dasar

Penerapan Metode KONTRAK (Konkret-Representasi-Abstrak) untuk Meningkatkan Pemahaman Konsep Bilangan dan Kemampuan Numerasi Siswa Sekolah Dasar

2025-06-22

Ni Made Sutini Sutini | DIKSI Jurnal Kajian Pendidikan dan Sosial

Penelitian ini bertujuan untuk mengkaji efektivitas metode KONTRAK (Konkret-Representasi-Abstrak) dalam meningkatkan pemahaman konsep bilangan dan kemampuan numerasi siswa sekolah dasar. Metode ini melalui tiga tahap: tahap konkret yang disesuaikan dengan … Penelitian ini bertujuan untuk mengkaji efektivitas metode KONTRAK (Konkret-Representasi-Abstrak) dalam meningkatkan pemahaman konsep bilangan dan kemampuan numerasi siswa sekolah dasar. Metode ini melalui tiga tahap: tahap konkret yang disesuaikan dengan konten dan karakteristik siswa, tahap representasi berdasarkan prinsip NCTM (2000), dan tahap abstrak. Penelitian ini menggunakan pendekatan kualitatif deskriptif dengan subjek 20 siswa kelas IV di SD Negeri Sari Kalampa. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi. Hasil penelitian menunjukkan bahwa metode KONTRAK membantu siswa mengaitkan benda konkret dengan representasi visual dan simbol matematis secara lebih bermakna. Tahapan konkrit yang menggunakan benda nyata sesuai konteks siswa terbukti memudahkan siswa memahami operasi bilangan, sedangkan tahap representasi membantu transisi menuju pemahaman abstrak. Dengan demikian metode KONTRAK (Konkret-Reperesentasi-Abstrak) dapat dijadikan alternatif strategi pembelajaran yang kontekstual dan bermakna, khususnya dalam meningkatkan kemampuan numerasi di jenjang sekolah dasar.

Literasi Matematis Siswa Extrovert dalam Menyelesaikan Masalah Tidak Terstruktur (Ill-Structure Problem)

2025-06-22

Anggun Gestiani , Erry Hidayanto , Sukoriyanto Sukoriyanto | Indiktika Jurnal Inovasi Pendidikan Matematika

Penelitian ini bertujuan mendeskripsikan bagaimana literasi matematis siswa extrovert dalam menyelesaikan ill-structure problem. Subjek penelitian merupakan siswa kelas VIII yang dipilih menggunakan teknik purposive sampling untuk dilakukan wawancara yaitu dengan … Penelitian ini bertujuan mendeskripsikan bagaimana literasi matematis siswa extrovert dalam menyelesaikan ill-structure problem. Subjek penelitian merupakan siswa kelas VIII yang dipilih menggunakan teknik purposive sampling untuk dilakukan wawancara yaitu dengan memilih siswa yang memiliki kemampuan literasi matematis yang tinggi dan dengan tipe kepribadian extrovert. Teknik pengumpulan data terdiri dari pengisian angket tipe kepribadian, tes literasi matematis dan wawancara. Teknik analisis data dilakukan dengan reduksi data, penyajian data, dan penarikan kesimpulan. Hasil penelitian menunjukkan bahwa subjek mampu memenuhi indikator formulate (merumuskan), yaitu mampu mengidentifikasi informasi serta variabel penting dalam permasalahan, dan menyusun model matematis yang sesuai. Namun, subjek belum mampu memenuhi indikator employ (menggunakan) karena tidak menerapkan model yang telah disusun untuk menemukan solusi. Selain itu, subjek juga belum memenuhi indikator interpret (menafsirkan) karena tidak menafsirkan hasil matematis yang diperoleh dalam konteks masalah.

The Effect of PMRI Approach Assisted by Baamboozle Media on Student Learning Outcomes in Arithmetic Sequences

2025-06-22

Novila Yolanda , Indah Widyaningrum , Neni Lismareni | Kontinu Jurnal Penelitian Didaktik Matematika

The Effectiveness of Gorontalo Local Wisdom-Based Ethnomathematics in Enhancing Mathematics Understanding

2025-06-21

Yusraningsih H. Pongoliu | Journal La Edusci

The present research addressed the question of how ethnomathematics-led learning can promote the learning of plane geometry in elementary students by combining the local cultural heritage elements of the Gorontalo … The present research addressed the question of how ethnomathematics-led learning can promote the learning of plane geometry in elementary students by combining the local cultural heritage elements of the Gorontalo community, namely Payango traditional house, to mathematics education. Seeking to utilize a quasi-experimental pre-test post-test design, 30 students in three elementary schools were randomly divided into experimental and control groups. The experimental group was exposed to mathematics learning in the context of the geometry of the Payango house whereas the control group was taught normally. In the statistical analysis, the experimental group reported that much better results were attained in the Comprehension of mathematics, both in terms of post-test score and standard deviation than the control group (p = 0.002). In addition to enhanced cognition, the students who encountered ethnomathematics expressed increased motivation, engagement, and relevance in the learning of mathematics as well as its owning. These results denote that ethnomathematics has more to offer to enhance performance: this mathematics is introduced as meaningful, culturally related knowledge, which contributes to conceptualisation and positive mathematical attitude. The study highlights the potential of ethnomathematics to promote educational equity, cultural affirmation, and deeper learning. It calls for its systematic integration into curricula, supported by teacher development and inclusive instructional design, and identifies the need for future longitudinal and cross-context research to further explore its transformative possibilities.

Penerapan Pendekatan Culturally Responsive Teaching untuk Mengembangkan Kemampuan Penalaran Matematika Siswa Kelas IX

2025-06-20

Riska Nur Rohmah , Erry Hidayanto | JoLLA Journal of Language Literature and Arts

Penelitian ini bertujuan untuk mendeskripsikan kemampuan penalaran matematika siswa kelas IX pada materi bangun ruang sisi lengkung melalui penerapan pendekatan Culturally Responsive Teaching (CRT). Penelitian ini menggunakan metode deskriptif kualitatif … Penelitian ini bertujuan untuk mendeskripsikan kemampuan penalaran matematika siswa kelas IX pada materi bangun ruang sisi lengkung melalui penerapan pendekatan Culturally Responsive Teaching (CRT). Penelitian ini menggunakan metode deskriptif kualitatif dan dilaksanakan di salah satu SMP di Kota Malang pada semester genap tahun ajaran 2023/2024. Subjek penelitian terdiri atas tiga siswa kelas IX-H yang dipilih berdasarkan perbedaan capaian akademik: tinggi, sedang, dan rendah. Teknik pengumpulan data dilakukan melalui pemberian tes tertulis yang dirancang untuk mengukur indikator kemampuan penalaran matematika. Indikator yang dimaksud mencakup kemampuan menyusun dugaan, menyusun argumen logis, menarik kesimpulan, dan mengaplikasikan konsep ke dalam situasi nyata. Hasil penelitian menunjukkan bahwa siswa dengan capaian akademik tinggi mampu memenuhi seluruh indikator kemampuan penalaran matematika dengan baik. Sementara itu, siswa dengan capaian sedang dan rendah hanya menunjukkan kemampuan pada satu indikator, yaitu mengajukan dugaan, dan belum mampu menunjukkan penalaran lanjutan secara sistematis. Temuan ini mengindikasikan bahwa pendekatan CRT berpotensi mendukung perkembangan kemampuan penalaran matematika, terutama jika diimbangi dengan strategi yang disesuaikan dengan karakteristik dan latar belakang budaya siswa.

Differentiated Instruction in Teaching Mathematics: Teachers’ Understanding and Barriers to Practice in Inclusive Secondary School Classrooms in Makambako Town Council

2025-06-20

Leila Mtweve , Ombeni Msuya , Asia Mbwebwe Rubeba | Huria Journal of the Open University of Tanzania

The study assessed the teachers’ differentiated instruction (DI) practices in teaching mathematics in inclusive classes in secondary schools in Makambako Town Council. This study specifically focused on exploring the teachers’ … The study assessed the teachers’ differentiated instruction (DI) practices in teaching mathematics in inclusive classes in secondary schools in Makambako Town Council. This study specifically focused on exploring the teachers’ understanding and resource limitations towards the practices of DI in teaching mathematics in inclusive classrooms in secondary schools. The phenomenology study design, informed by the qualitative approach, was employed. The data for the study were collected through interviews and classroom observations. Fifteen participants, including eight teachers, four heads of schools, and three ward educational officers, were used as a sample size for the study conducted in 4 public secondary schools. The collected data were analysed thematically. Ethical clearances were obtained from the respective organs to maintain ethical issues, whereby informants filled out informed consent forms. The study findings revealed multiple DI understandings and resource limitations as among the stumbling blocks towards teachers’ practices of DI in teaching mathematics in inclusive classes. Resources like the availability of mathematics teachers, materials, and time were found to be the major resource challenges towards the practices of DI in teaching mathematics. Based on the findings, the study concludes that for the successful practice of DI, efforts have to be made to address these resource challenges. Therefore, the study suggests hiring more mathematics teachers in secondary schools and providing them with guidance on implementing DI effectively. The government should provide sufficient materials for improving mathematics teaching in inclusive classes.

Design of a Digital Ethnomathematics Module Based on Augmented Reality: A Study on Geometric Concepts Through the Exploration of the Mande Karesemen for Elementary Schools

2025-06-20

Dian Anggraeni Maharbid , Tatang Herman , Mubiar Agustin +1 more | KnE Social Sciences

This study presents the design of a digital ethnomathematics module using augmented reality (AR) to enhance the learning of geometric concepts for elementary school students, integrating local cultural elements from … This study presents the design of a digital ethnomathematics module using augmented reality (AR) to enhance the learning of geometric concepts for elementary school students, integrating local cultural elements from the Mande Karesemen at Keraton Kesepuhan, Cirebon. Employing the ADDIE (Analysis, Design, Development, Implementation, Evaluation) model, the research focuses on developing an interactive module that aligns with students’ cognitive development and curriculum standards, specifically targeting 4th and 5th-grade students. The module incorporates threedimensional (3D) models of cultural artifacts, enabling students to explore and visualize shapes, symmetry, area, and perimeter in a culturally contextualized manner. The AR feature allows students to engage with the historical and cultural aspects of the Keraton Kesepuhan, experiencing architectural designs that embody geometric concepts. Additional features include AR-based virtual tours, narrated instructions, gamified quizzes, and offline accessibility, fostering a deeper connection between mathematical concepts and cultural heritage. By facilitating active exploration, the module helps bridge the gap between abstract mathematical principles and tangible, real-world examples. This innovative approach addresses challenges in elementary mathematics education by improving student engagement, understanding, and cultural awareness through an immersive and meaningful learning experience, making mathematics more relevant and accessible to students by incorporating their local culture and heritage into the learning process.

The Effect of Self-regulated Learning on Mathematical Communication Ability in Prospective Elementary School Teachers

2025-06-20

Muhammad Ghiyats Ristiana , Muhammad Fauzi , Linda Linda | KnE Social Sciences

Every mathematics teacher, especially those teaching in elementary school should have mathematical communication ability. If the teacher do not have good mathematical communication ability, then the students may not understand … Every mathematics teacher, especially those teaching in elementary school should have mathematical communication ability. If the teacher do not have good mathematical communication ability, then the students may not understand mathematical concepts. In addition, being a teacher will always learn new things every day. Therefore, self-regulated learning is needed to have by elementary school teachers. This study will explain how self-regulated learning affects mathematical communication ability on prospective elementary schools teachers. To do so, we used quantitative method with correlational design. Forty-seven prospective elementary school teachers participated in this study. Data analysis was carried out quantitatively by using correlation and regressions analyses. The research results provide an overview of correlation and regression that can be used as a reference for future research on this topic.

Unraveling Student Learning Outcomes Through Diagnostic Assessment: Did It Work?

2025-06-20

Cucun Sutinah , Deri Fadly Pratama , Siti Ruqoyyah +2 more | KnE Social Sciences

In the context of providing effective “teaching at the right level,” the urgent need for effective assessment strategies in education becomes increasingly evident. Understanding student competencies is crucial for addressing … In the context of providing effective “teaching at the right level,” the urgent need for effective assessment strategies in education becomes increasingly evident. Understanding student competencies is crucial for addressing learning gaps and tailoring instruction to meet diverse needs. This study aims to evaluate students’ achievement of competencies in mathematics through a diagnostic test. The method used is descriptive. Participants were 160 third-grade students from three public elementary schools in Bandung City. The instrument used was an initial diagnostic test, which referred to essential mathematics competencies for grade 3. Data analysis was conducted descriptively and qualitatively. The findings revealed that learning achievement deficits occurred across all materials, with a higher level of understanding in place value compared to other topics, and the lowest understanding in the characteristics of plane shapes. The implication of these findings is the need for a more focused and strategic teaching approach to address the learning achievement deficits across all mathematics topics while paying attention to the understanding gaps in each specific topic.

The Effect of Students’ Prosocial Behavior and Students’ Self-Efficacy on their Mathematics Achievement in Senior High Schools.

2025-06-20

Akwaboah Sumaila | International Journal of Research and Innovation in Social Science

The study looked into the effect of students’ prosocial behavior and self-efficacy on their mathematics achievement in two selected senior high schools in Ghana’s Ashanti region, Descriptive survey design was … The study looked into the effect of students’ prosocial behavior and self-efficacy on their mathematics achievement in two selected senior high schools in Ghana’s Ashanti region, Descriptive survey design was used to conduct the study. Students in SHS one, two, and three were the target group. A total of 260 students were given questionnaires through a stratified random sampling methods. Bootstrap samples were used in the Structural Equation Model (SEM) analysis of the gathered data. It was discovered that students’ prosocial behaviors and students’ self-efficacy were significantly positively predictor of students’ success in mathematics. Based on the results, it was recommended that mathematics teachers should consider their interactions with students, use a range of instructional strategies and motivate students to build confidence in their abilities and to help them develop prosocial behaviors and also engage students in math classes in order to raise math achievement.

SELF-MADE MODULE-BASED INSTRUCTION IN MATHEMATICS: ITS EFFECT ON THE BASIC MATHEMATICAL SKILLS OF GRADE 6 LEARNERS

2025-06-20

Sheryl Jane D. Lecias | EPRA International Journal of Environmental Economics Commerce and Educational Management

This research examined the efficacy of module-based learning in improving Grade 6 students’ basic mathematics competencies. Employing a quasi-experimental approach, the study compared the achievement of students who were taught … This research examined the efficacy of module-based learning in improving Grade 6 students’ basic mathematics competencies. Employing a quasi-experimental approach, the study compared the achievement of students who were taught using module-based learning with that of students who were instructed based on the conventional method. The modules were carefully crafted to correlate with the mathematics curriculum, targeting basic concepts of operations involving, whole numbers, decimals and problem-solving techniques. Control and experimental groups were pre and post tested to measure learning gains. Data showed that students who were taught through module-based instruction significantly improved on their math skills relative to their peers in the traditional setting. The results of the study indicate that module-based instruction can be a potent pedagogy in the development of basic math skills among grade 6 students. It concludes that self-made, curriculum-aligned modules can serve as a valuable instructional strategy in grade 6 mathematics, particularly in promoting foundational skills among learners. It recommends the broader adoption and refinement of teacher-developed instructional materials to complement existing teaching methods, especially in resource-constrained or multi-level classroom settings. Future research may explore the long-term effects of such interventions and their applicability to other subject areas. Keywords: Module-Based, Mathematical Skills, Mathematics, Self-Made

ENHANCING MATHEMATICAL PROBLEM-SOLVING SKILLS THROUGH CUBES (CIRCLE KEY WORDS, UNDERLINE THE QUESTION, BOX THE IMPORTANT NUMBERS, EVALUATE THE PROBLEM, SOLVE THE PROBLEM AND CHECK THE ANSWER) METHOD IN GRADE 3 LEARNERS

2025-06-20

Alpha Bet M. David , Jhear Mae L. Laab , Jhon Lloyd L. Tagmomo +1 more | EPRA International Journal of Multidisciplinary Research (IJMR)

This action research aimed to enhance the problem-solving skills of Grade 3 learners at Sto. Niño Central Elementary School through the implementation of the CUBES (Circle key words, Underline the … This action research aimed to enhance the problem-solving skills of Grade 3 learners at Sto. Niño Central Elementary School through the implementation of the CUBES (Circle key words, Underline the question, Box the important numbers, Evaluate the problem, Solve the problem, and check the answer) method. The study addressed the common difficulties students face in solving mathematical word problems by introducing a structured and visual problem-solving approach. A total of 30 learners identified as having challenges in solving word problems participated in a nine-week intervention composed of interactive, guided, and independent activities grounded in the CUBES strategy. The procedure included three phases: a pre-test to assess baseline performance, implementation of the CUBES method through focused instruction and hands-on tasks, and a post-test to evaluate learning gains. Data were analyzed using descriptive statistics and paired sample t-tests to determine the effectiveness of the intervention. Results indicated that the average problem-solving score increased from 43.56% in the pre-test to 79.56% in the post-test, indicating substantial improvement in students’ performance. Moreover, a paired t-test revealed that this difference was statistically significant, t(29) = 12.0, p < .001, with a large effect size (Cohen’s d = 2.18). Qualitative insights from student interviews revealed that the CUBES method not only enhanced comprehension and accuracy but also reduced math anxiety, increased engagement, and fostered confidence. These findings suggest that the CUBES method is an effective and learner-friendly strategy for improving mathematical problem-solving skills in the elementary level. It is recommended for wider implementation in classroom instruction, especially when paired with visual aids and structured learning activities. Keywords: Problem-Solving, CUBES Method, Mathematics, Quantitative-Descriptive, Elementary Learners, Philippines

Efektivitas Pendekatan Contextual Teaching and Learning dalam Mengembangkan Kemampuan Pemecahan Masalah Matematis

2025-06-20

Erma Yanti , Sujinal Arifin , Asri Nurdayani | Indiktika Jurnal Inovasi Pendidikan Matematika

Studi ini bertujuan mengkaji keefektifan model Contextual Teaching and Learning (CTL) terhadap peningkatan kompetensi pemecahan masalah matematika pada siswa SMP Negeri 44 Palembang. Mengadopsi rancangan quasi-experimental, riset ini mengikutsertakan siswa … Studi ini bertujuan mengkaji keefektifan model Contextual Teaching and Learning (CTL) terhadap peningkatan kompetensi pemecahan masalah matematika pada siswa SMP Negeri 44 Palembang. Mengadopsi rancangan quasi-experimental, riset ini mengikutsertakan siswa dari dua kelas VIII.1 dan VIII.2 yang dipilih melalui teknik random sampling. Teknik pengumpulan data menggunakan observasi aktivitas belajar dan instrumen tes kompetensi pemecahan masalah matematika dengan desain pretest-posttest. Temuan riset mengindikasikan bahwa implementasi model CTL berhasil meningkatkan partisipasi aktif siswa dalam pembelajaran dengan klasifikasi kategori baik. Hasil analisis statistik melalui independent sample t-test pada data posttest menunjukkan nilai t hitung 7,633 dengan degree of freedom (df) 57 serta tingkat signifikansi (p) 0,000. Mengingat nilai probabilitas tersebut kurang dari dari taraf signifikansi α = 0,05, maka H₀ direjeksi dan H₁ diterima. Disparitas yang signifikan ini mengkonfirmasi bahwa model CTL efektif meningkatkan kompetensi pemecahan masalah matematika siswa kelas VIII SMP Negeri 44 Palembang. Berdasarkan hasil tersebut, penerapan model CTL layak dijadikan alternatif strategi instruksional untuk mengoptimalkan kemampuan pemecahan masalah matematika siswa tingkat SMP

A Quantitative Study of Factors Influencing Students’ Academic Achievement in Mathematics in Private Secondary Schools in Abuja Nigeria

2025-06-20

Adebayo-Shittabey Khadijat , Popoola Kareem Hamid , Adebayo Saheed Adewale | International Journal of Academic Research in Business and Social Sciences

Discovering Math Through Play: Insights From Observing the Traditional Beklen Game

2025-06-20

Sylvia Rabbani , Mamat Supriatna | KnE Social Sciences

Beklen is a traditional game involving throwing and catching small objects with certain rules, often played in rural communities. This study aims to explore mathematical concepts that can be taught … Beklen is a traditional game involving throwing and catching small objects with certain rules, often played in rural communities. This study aims to explore mathematical concepts that can be taught through the beklen game, with a focus on the potential application of the concept of integers. The research method used is descriptive with a data analysis approach that includes literature studies and fieldwork. Data were collected through direct observation for two weeks, interviews with local players, and document studies. The research instruments included observation guides, interview questionnaires, and documentation records. The results showed that the beklen game reflects the concept of integers naturally. In this game, closed objects are associated with positive numbers, open objects represent negative numbers, and neutral conditions describe zero. Through this game, students can understand basic integer operations contextually and interactively. In addition, beklen has great potential as an informal learning medium that connects cultural heritage with educational innovation. This study suggests that traditional games such as beklen be integrated into mathematics education as interactive and culturally relevant learning media. This approach both helps students understand mathematical concepts better and preserves local cultural values. The implication of this study is the need for the further development of the application of the Beklen game in formal educational environments and the evaluation of its effectiveness in improving students’ mathematical understanding.

Concept Understanding Ability of Elementary School Students on Fraction Material Using Realistic Mathematics Education Assisted by Interactive Video Media

2025-06-20

Siti Ruqoyyah , Cucun Sutinah , Deri Fadly Pratama +1 more | KnE Social Sciences

This study aims to determine the effect of Realistic Mathematics Education assisted by interactive video media on improving students’ concept understanding ability on fraction material. The research method is pre-experimental … This study aims to determine the effect of Realistic Mathematics Education assisted by interactive video media on improving students’ concept understanding ability on fraction material. The research method is pre-experimental one group pretest-postest involving pretest activities before the postest action after treatment. Twenty-three fourth-grade elementary school students were included in the study using purposive sampling. The research instrument was a test measuring students’ concept understanding ability on fraction material, which was analyzed with the paired sample t-test. This study shows that interactive video media’s assistance in the improvement of students’ concept understanding ability can be categorized as quite effective. With the application of Realistic Mathematics Education assisted by interactive video media, mathematics learning is better related to the context of real life. Learning has great attractiveness and relevance for students, motivating the involvement of students in the learning process and providing a deeper learning experience by connecting material with real situations.

Application of the 7E Learning Cycle Model Assisted by Papeca Media to Enhance Fraction Concept Understanding in Second Grade Students in Malang City

2025-06-20

Dyah Triwahyuningtyas , Irmafatul ‘Afifah , Nadia Rofika | KnE Social Sciences

This research aims to enhance the understanding of fraction concepts, specifically half and quarter fractions, using papeca media through the implementation of the Learning Cycle 7E model. The study involved … This research aims to enhance the understanding of fraction concepts, specifically half and quarter fractions, using papeca media through the implementation of the Learning Cycle 7E model. The study involved 27 second-grade students, consisting of 15 boys and 12 girls. Data collection methods included tests, observations, and documentation. The data analysis employed both quantitative and qualitative descriptive techniques. The findings indicate a significant improvement in students’ understanding of fractions after applying the Learning Cycle 7E model with the assistance of papeca media. The percentage of mastery increased from 30% in the pre-action phase to 56% in Cycle I and further to 89% in Cycle II. Similarly, the average score rose from 43.3 in the pre-action phase to 76.9 in Cycle I and 84.6 in Cycle II.

The Relationship Between Visual Learning Styles and Audio Learning Styles on Student Learning Achievement at a High School in South Lampung

2025-06-20

An An Andari | KnE Social Sciences

The results of the initial study showed that many students at Islamic High School Hidayatul Mubtadiin have poor learning achievement, can be seen from the results of the final semester … The results of the initial study showed that many students at Islamic High School Hidayatul Mubtadiin have poor learning achievement, can be seen from the results of the final semester exams. The purpose of this study was to determine the magnitude of the relationship between visual learning styles and student learning achievement, the magnitude of the influence of audio learning styles on student learning achievement, the magnitude of the relationship between visual learning styles and audio learning styles together on student learning achievement. The approach the correlational method. The sample used in this study was students Islamic High School Hidayatul Mubtadiin. Data analysis used quantitative descriptive with Pearson (product moment) relationship calculations. The results of this study are that visual learning styles have a relationship to student learning achievement at Islamic High School Hidayatul Mubtadiin. The magnitude of the audio learning style shows a sufficient and moderate relationship to student learning achievement, evidenced by r of 0.537. Visual learning and audio learning style together have a relationship to student learning achievement.

Analysis of Students' Thinking Structures Regarding Personality Types in Solving Mathematical Problems Through Defragmentation

2025-06-19

Heri Sopian Hadi , Irhas Irhas , M. Chothibul Umam Assa'ady +2 more | Indo-MathEdu Intellectuals Journal

The extrovert-introvert personality type has different energy sources for the individual, which affects the difference in thinking structures that will be obtained in solving problems. The thinking structure is the … The extrovert-introvert personality type has different energy sources for the individual, which affects the difference in thinking structures that will be obtained in solving problems. The thinking structure is the internal representation of students' mental activities that describes the flow of solving mathematical problems. Therefore, the mistakes made by students in solving mathematical problems require proper resolution, one of which is defragmentation. The purpose of this research is to analyze students' thinking structures related to personality types in solving problems through defragmentation. The approach used in this research is qualitative with a descriptive research type. Subject selection was carried out using purposive sampling technique with criteria being students who have extrovert-introvert personality types regarding mistakes in understanding and transformation. The research data consisted of answers, recordings of semi-structured interviews, and students' think-aloud results. The analysis techniques used are data reduction, data presentation, and conclusion drawing. The results show that defragmentation can help students with extrovert-introvert personality types to understand mistakes and perform transformations to reorganize their thinking structure. This is evidenced by the completeness of students' thinking structures from the stages of reading, understanding, transforming, analyzing, and evaluating.

Peningkatkan Hasil Belajar Matematika Materi Sudut Melalui Model Problem Based Learning Berbantuan Media Jam Sudut Pada Peserta Didik Kelas III SD 2 Mijen

2025-06-19

Lusiana Indah Lestari , Nur Fajrie , Silvia Indriani | Indo-MathEdu Intellectuals Journal

This study aims to improve the mathematics learning outcomes of grade III students of SD 2 Mijen on the topic of angles through the implementation of the Problem Based Learning … This study aims to improve the mathematics learning outcomes of grade III students of SD 2 Mijen on the topic of angles through the implementation of the Problem Based Learning (PBL) model assisted by the Corner Clock media. The method used is the Classroom Action Research (CAR) model of Kemmis and McTaggart, which is carried out in two cycles, each consisting of two meetings. The subjects of the study were 12 students in the even semester of the 2024/2025 academic year. Data collection techniques include observation, testing, and documentation, with instruments in the form of observation sheets and test questions. Data analysis was carried out descriptively quantitatively with reference to individual and classical learning completeness. The results showed that in the pre-cycle, the average student score was 45.4 with a classical completeness of 25%. After the PBL model assisted by the Corner Clock media was implemented, there was an increase in cycle I to 59.2 with a classical completeness of 41.7%, and a significant increase in cycle II with an average score of 77.5 and a classical completeness of 75%. Thus, the implementation of the PBL model assisted by the Corner Clock media has proven effective in improving students' mathematics learning outcomes on the material of angles.

Systematic Literature Review: Penerapan Virtual dan Augmented Reality dalam Pembelajaran Matematika

2025-06-19

Samuel Benny Dito , Hepsi Nindiasari , Syamsuri Syamsuri +1 more | Griya Journal of Mathematics Education and Application

The education sector needs to adapt to the changing times, one of which is through learning technology. There are many types of learning technology, two of which are Augmented Reality … The education sector needs to adapt to the changing times, one of which is through learning technology. There are many types of learning technology, two of which are Augmented Reality (AR) and Virtual Reality (VR). The purpose of this study is to describe the application of virtual and augmented reality in mathematics learning as viewed from the level of education and its influence. A Systematic Literature Review was used in this research method to examine the application of AR and VR in mathematics learning. The results show that AR and VR are used at almost all levels of education, including elementary school, junior high school (SMP), senior high school (SMA), and university. However, they are more commonly used at the junior high school and senior high school levels. The effects of AR and VR include improving learning outcomes, interest, experience, and motivation, critical thinking skills, mathematical spatial skills, visual thinking skills, problem-solving skills, creative thinking skills, and geometric skills.

Analisis Kebutuhan Instrumen Tes Higher Order Thinking Skills (HOTS) pada Materi Geometri

2025-06-19

Yunika Lestaria Ningsih , Destiniar , Putri Fitriasari +1 more | Indiktika Jurnal Inovasi Pendidikan Matematika

Rendahnya kemampuan Higher Order Thinking Skills (HOTS) pada materi Geometri siswa sekolah menengah disebabkan oleh kesulitan mereka dalam memvisualisasikan konsep serta kurangnya pelatihan soal-soal Geometri dengan level HOTS. Sejumlah penelitian … Rendahnya kemampuan Higher Order Thinking Skills (HOTS) pada materi Geometri siswa sekolah menengah disebabkan oleh kesulitan mereka dalam memvisualisasikan konsep serta kurangnya pelatihan soal-soal Geometri dengan level HOTS. Sejumlah penelitian menunjukkan bahwa siswa yang diajarkan dengan pembelajaran berbasis HOTS dapat membantu meningkatkan pencapaian siswa dalam Matematika. Oleh karena itu, guru memerlukan panduan yang tepat dalam menyusun dan mengembangkan soal-soal HOTS yang sesuai untuk mendukung proses pembelajaran. Penelitian ini bertujuan untuk mengidentifikasi kebutuhan pengembangan soal HOTS Geometri untuk siswa sekolah menengah berdasarkan sudut pandang para guru. Penelitian ini menggunakan metode survei dengan melibatkan 68 guru Matematika tingkat sekolah menengah dari Provinsi Sumatera Selatan. Instrumen yang digunakan berupa kuesioner. yang mencakup aspek harapan kinerja, harapan usaha, sikap terhadap pengembangan soal, pengaruh sosial, efikasi diri, kondisi pendukung, dan niat perilaku dalam menggunakan instrumen HOTS dalam pengajaran Geometri. Hasil penelitian menunjukkan bahwa mayoritas guru (90,0%) menyatakan setuju terhadap pengembangan instrumen tes HOTS pada materi Geometri. Berdasarkan temuan dan pembahasan dapat disimpulkan bahwa guru memerlukan instrumen tes HOTS pada materi geometri agar dapat digunakan untuk melatih kemampuan berpikir tingkat tinggi sehingga siswa memiliki kompetensi yang sesuai dengan tuntutan di era abad 21

The Effectiveness of Implementing the Teaching-at-the-Right-Level (TaRL) with Number-Board Media Improves Elementary Students’ Integer Learning Outcomes

2025-06-18

Wawan Syahiril , Vania Angelia Putri , Wita Anggraini +1 more | Journal of Mathematics Instruction Social Research and Opinion

Understanding the concept of Integers remains a significant challenge for many elementary school students, particularly in grasping the concept of place value. This study aims to evaluate the effectiveness of … Understanding the concept of Integers remains a significant challenge for many elementary school students, particularly in grasping the concept of place value. This study aims to evaluate the effectiveness of the Teaching at the Right Level (TaRL) approach, assisted by number board media, in improving the learning outcomes of fifth-grade students in Integer material. A quantitative method with a one-group pretest-posttest pre-experimental design was employed, involving 24 students from SDN Bantarkemang 6 selected through purposive sampling. Data were collected using a 10-item multiple-choice test administered before and after the intervention. The results show an increase in the average score from 68.33 (pretest) to 87.08 (posttest). The Wilcoxon Signed-Rank Test revealed a significance value of 0.001 (p < 0.05), indicating a statistically significant improvement. The N-Gain score of 0.6604 was classified as moderate, supporting the conclusion that the TaRL approach, combined with number board media, is effective in enhancing students’ learning outcomes in Integers concepts.

MODEL PEMBELAJARAN MEAN ENDS ANALISIS (MEA) DALAM MENINGKATKAN KEMAMPUAN LITERASI NUMERASI DI SD NEGERI 4 GIRIWOYO WONOGIRI

2025-06-18

Retno Satuti | Jurnal Jaringan Penelitian Pengembangan Penerapan Inovasi Pendidikan (Jarlitbang)

Numeracy literacy refers to the knowledge and skills needed to understand texts and to use a variety of numbers and symbols to solve practical problems in various real-life contexts. In … Numeracy literacy refers to the knowledge and skills needed to understand texts and to use a variety of numbers and symbols to solve practical problems in various real-life contexts. In fact, the numeracy literacy skills of students at SDN 4 Giriwoyo remain low. To address this issue, teachers have implemented the Means Ends Analysis (MEA) learning model. This study aims to describe the preparation, implementation, and obstacles encountered by teachers in implementing the MEA model in mathematics learning as an effort to improve students' numeracy literacy skills in SD Negeri 4 Giriwoyo, Wonogiri. Using a qualitative approach, the study began with data collection through interviews and observations involving the principal, classroom teacher, and sixth-grade students. The collected data were then analyzed descriptively through data reduction, data presentation, and conclusion drawing. The results of the study show that the preparation for the MEA learning model included the development of teaching modules, instructional materials, learning media, and assessment instruments. The implementation of the MEA model was carried out in three stages: introduction, main activities, and closing. Several challenges faced by teachers in implementing the MEA learning model were: 1) Difficulty in creating problem-solving questions; 2) Difficulty in designing problems that are easily understood by students; 3) Students experienced difficulties in solving the problems; 4) Students perceived the learning model as less enjoyable due to the complexity of the tasks; 5) Students with low math proficiency tended to be passive; 6) Creating mathematical problem-solving questions required careful thought; and 7) Students struggled to express mathematical problems clearly.

Systematic Literature Review: Analisis Kemampuan Representasi Matematika Siswa Pada Materi Program Linear

2025-06-18

Nasywa Ayu Maheswari , Dewi Nurul Lathifah , Arina Hanifa +4 more | Griya Journal of Mathematics Education and Application

Kemampuan representasi matematika memegang peranan krusial dalam pemahaman konsep dan pemecahan masalah program linear. Sayangnya, beragam penelitian mengungkap beragam hasil terkait kemampuan representasi matematis siswa pada Program Linear. Systematic Literature … Kemampuan representasi matematika memegang peranan krusial dalam pemahaman konsep dan pemecahan masalah program linear. Sayangnya, beragam penelitian mengungkap beragam hasil terkait kemampuan representasi matematis siswa pada Program Linear. Systematic Literature Review (SLR) terhadap 11 artikel terbitan 2021-2025, berfokus pada siswa kelas XI, menyoroti dominasi representasi simbolik yang lebih dikuasai, sementara representasi visual dan verbal masih menjadi kendala. Faktor-faktor seperti gaya belajar, minat, dan pola pikir siswa terbukti signifikan memengaruhi kemampuan representasi ini. Lebih lanjut, model pembelajaran inovatif seperti Connected Mathematics Project (CMP) menunjukkan keunggulan dibandingkan metode konvensional. Temuan ini menggarisbawahi urgensi penerapan strategi pembelajaran yang kontekstual, interaktif, dan adaptif terhadap karakteristik siswa demi meningkatkan kemampuan matematis siswa pada materi program linear.