Edumatica : Jurnal Pendidikan Matematika

The Use of Concrete-Pictorial-Abstract Approach to Enhance Learners’ Conceptual Understanding of Fractions

2024-09-13T18:23:38+07:00

In this paper, we explored how using the Concrete-Pictorial-Abstract (CPA) approach enhances learners’ conceptual understanding of fractions in the Capricorn North District of South Africa. The research is framed within the conceptual understanding theory rooted in cognitive constructivism. Conceptual learning is understanding mathematical ideas as an integrated and functional system with three components: comprehension, operations, and relations. A one-phase concurrent embedded mixed-method research design was used to gather qualitative data through task-based interviews and quantitative data through pretests and post-tests. Deductive thematic analysis was used to analyse the qualitative data. The quantitative data was analysed using descriptive statistics, independent and paired samples T-tests. Seventy (70) conveniently sampled Grade 7 learners participated in the study. The findings indicate that the CPA approach enhanced the learners’ conceptual understanding of fractions though the effect size of the intervention is minimal and negligible. Furthermore, the study found that the incorporation of concrete objects and visual aids proved to be efficient. Additionally, the qualitative results revealed how learners’ conceptual understanding of fractions was enhanced during the intervention. This study contributes to innovative teaching methods of fractions, potentially enhancing mathematics performance and inspiring educators to explore new teaching approaches.

Analysis of Mathematical Problem-Solving Ability Reviewed from Students' Self-Confidence in Grade VIII

2024-11-19T13:54:32+07:00

Mathematical problem-solving ability is one of the basic skills that helps students solve mathematical problems. This study aims to describe mathematical problem-solving skills based on the level of self-confidence. The research method is descriptive and qualitative. In this study, testing instruments and questionnaires were used for data collection. The study participants were six students which students representing high, medium, and low self-confidence categories with the sampling technique using a purposive sampling technique. The data analysis techniques in this study are data reduction, data presentation, and conclusion. The study findings show that students in the high confidence category could meet all the indicators of mathematical problem-solving ability. Students in the medium confidence category can meet three indicators of mathematical problem-solving ability, namely, constructing new knowledge through problem-solving, implementing and adapting appropriate plans/strategies to solve problems, and solving problems that arise in mathematics and other situations. Meanwhile, students in the low confidence category can meet the indicator of the mathematical problem-solving ability to construct new knowledge through problem-solving. Therefore, this research is expected to provide input for teachers to design lessons that can help students develop their mathematical problem-solving skills.

Primary Students’ Comprehension Errors in Translating Math Problems

2024-12-02T23:06:52+07:00

Comprehension is the foundation of problem-solving; without proper understanding, students will struggle to solve problems correctly. This research aims to identify specific types of mathematical comprehension errors in primary school students based on indicators from Newman's theory. By using Newman's error analysis framework, the study gives a detailed, step-by-step look at how students lose comprehension. This research was conducted using a descriptive qualitative method with three third-grade students as subjects, selected based on their level of mathematical ability (high, medium, low) determined through a diagnostic test. The results of the data analysis show that across the three student ability levels analyzed, the data revealed distinct patterns in the types of comprehension breakdowns encountered. High-performing students demonstrated minimal comprehension errors, successfully identifying key information. In contrast, mid-level students exhibited more significant issues linking the available information. The lowest-performing students showed the most fundamental misunderstandings, incorrectly identifying basic facts. These findings imply the need for a teaching approach that emphasizes contextual understanding and the development of mathematical literacy in comprehending story-based problems. Integrating evidence-based methods like problem-based learning, which have been shown to improve mathematical literacy in primary students, could help address the comprehension challenges observed in this study.

DGMATH-based Augmented Reality as Learning Media Innovation in the Digital Era

2024-12-02T23:03:22+07:00

The use of technology-based media can support students' creativity and optimize their learning outcomes, especially in mathematics, where many students often face difficulties. DGMATH AR is an augmented reality (AR)--based mathematics learning media designed to bring virtual animations into the real world in alignment with the learning material. This study aims to design AR-based learning media. The material used focuses on the properties of solid shapes for second-grade elementary school students. This research is a quantitative descriptive study involving users of the learning media, including teachers, students, and parents, as the subjects. The method employed is the Multimedia Development Life Cycle (MDLC), which consists of six stages: concept, design, material collection, assembly, testing, and distribution. The instrument used was a questionnaire based on the USE Questionnaire, comprising 30 statements grouped into four dimensions: usefulness, ease of use, ease of learning, and satisfaction. The questionnaire was administered to 100 respondents. The results of the USE Questionnaire showed scores of 81.12% for usefulness, 82.25% for ease of use, 82.31% for ease of learning, and 80.11% for satisfaction. Thus, it can be concluded that the AR-based DGMATH is highly suitable for use as mathematics learning media in the digital era.

Designing Learning Materials for Systems of Linear Equations in Two Variables in the Context of Jakabaring Tourism in Palembang

2024-12-03T11:41:14+07:00

The System of Linear Equations in Two Variables (SLETV) is one of the essential topics in mathematics that often presents challenges for students to understand. Interventions in the learning process can be made by designing a Hypothetical Learning Trajectory (HLT) based on Indonesian Realistic Mathematics Education (PMRI), integrating local context to enhance student understanding. This study aims to describe the design of an HLT for the SLETV topic using the context of Jakabaring tourism in Palembang, which is relevant to students' daily lives. The method used is design research, consisting of three stages: preliminary design, design experiment (pilot experiment and teaching experiment), and retrospective analysis. The subjects of this study are 30 eighth-grade students from SMPN 9 Palembang. Data were collected through observations, interviews, and documentation. The HLT was compared with the Local Instructional Theory (LIT) that emerged during the learning process. The study results show that using the Jakabaring tourism context can facilitate students in understanding the SLETV concepts, formulating mathematical models from contextual problems, and solving these problems systematically while also introducing the relevance of SLETV to real-life situations.

Exploration of Ethnomathematics: Mathematics Integration in Ngesti Swara Music in Jatisobo Village

2024-12-09T00:16:55+07:00

This article aims to explore how mathematics can be applied to Ngesti Swara art in Jatisobo Village. The method used in this research is qualitative with an ethnographic approach. The domain in this research is not limited. This means that every element of mathematics in this art will be explored. The algebraic domain, which discusses the application of sets in mathematics, and the geometry domain, which is studied from the shapes of the tools used in Ngesti Swara art performances, are the most explored domains. Still, these domains are not always the main thing and all elements of mathematics in culture will be discussed in this study. This research was conducted in Jatisobo Village the original place that still preserves this Ngesti Swara culture. This research is supported by Vygotsky's constructivist theory, which discusses social and neighborhood-based learning. The results showed that ethnomathematics is present in the Ngesti Swara art group in Jatisobo Village. This research also contributes to the field of education. Teaching using ethnomathematics as contextual learning can be a medium for learning mathematics. This research concludes that mathematics can be explored from the Ngesti Swara music culture in Jatisobo Village. This is one way to learn math while preserving culture.

Students’ Mathematical Literacy Skills in Terms of Learning Styles

2024-12-02T23:14:09+07:00

The results of the OECD-PISA state that the mathematical literacy skills of students in Indonesia are still relatively low. The objectives of this study are: 1) To analyze students' mathematical literacy skills in solving Two-Variable Linear Equation System (SPLDV) problems in terms of student learning styles; 2) To find out the factors causing the less than optimal mathematical literacy skills. The method used in this study is descriptive qualitative. The study subjects were 23 students in grade VIII at SMPN 1 Beber with 9 students interviewed, namely 3 students with a visual learning style, 3 students with an auditory learning style, and 3 students with a kinesthetic learning style. Assessment of mathematical literacy skills is based on 3 indicators of mathematical literacy skills: formulate, employ, and interpret. The results of this study indicate that: 1) In solving SPLDV problems, the mathematical literacy skills of students with an auditory learning style are better than those with other learning styles; 2) The factors causing the less than optimal mathematical literacy skills are personal factors and instructional factors.