Edumatica : Jurnal Pendidikan Matematika

Learning Number Patterns in Middle School: A Lesson Study Activity Based on Didactical Design Research

2024-02-27T11:57:50+07:00

Number patterns were one of the mathematical concepts that were studied in junior high school. This concept was useful, but students tended to experience problems when learning it. Quite a lot of research has studied number patterns, but not many have attempted to study alternative solutions to optimize problem-solving abilities and learning motivation, especially using lesson study activities based on didactical design research. Therefore, this research aimed to optimize students’ problem-solving abilities and learning motivation with the preparation of didactic designs through lesson study activities. This research was conducted at a private junior high school in Mataram, Indonesia. Participants in this research were ten class VIII students (six boys and four girls). The researcher was the main instrument, with several additional instruments, such as learning design, observation sheets on problem-solving abilities and learning motivation, as well as documentation studies. The data were analyzed using qualitative data analysis. The research results revealed that the number pattern learning design was able to optimize problem-solving abilities and student learning motivation. Several factors that caused these positive results were the existence of contextual problems as trigger situations in learning and learning activities adapted to students’ hobbies. The recommendation from this research was that learning design should be prepared using didactical design research based on lesson study.

Students' ‘Looking Back’ in Solving Algebraic Word Problems

2024-03-01T15:34:06+07:00

Solving mathematics problems is a complex cognitive process that involves a series of steps. These steps typically include understanding the problem, devising a plan, carrying out the plan, and looking back (checking the solution). While each of these steps is crucial, the ‘looking back’ step has not received much attention in mathematics education research. This study investigated Grade 10 mathematics students’ looking back in solving algebraic word problems in Namibia. The study followed a qualitative approach. The sample of the study was 351 Grade 10 students from ten secondary schools in the Ohangwena Region in Namibia. Data was collected using the Algebra Word problem-solving Achievement Test and Interview. The results show that, in general, the students did not look back on their solutions to the algebraic word problem. While some students indicated that looking back necessitates the consolidation of their work, others said looking back on their solutions could be time-wasting and confusing. These findings point to the need for mathematics teachers in Namibia to incorporate and model the looking-back step of mathematical problem-solving in their mathematics teaching.

Problem-Based Learning and Flipped Classroom: Can it Improve Student Achievement?

2023-07-05T16:40:54+07:00

The low learning achievement of students is still a problem in the world of education. The application of learning models by less innovative teachers is the main problem. This study aims to examine: (1) the difference in the effect of the combined learning model of Problem-Based Learning with Flipped Classroom and the Problem-Based Learning learning model on student achievement; (2) differences in the effect of academic ability on student achievement; and (3) the effect of the interaction between learning models and academic abilities on student achievement. The sampling technique used a cluster random sampling system. The instrument used was a test which includes a pretest and posttest which functions to determine the level of students' critical thinking skills and academic abilities. This study used an experimental method with a 2x2 factorial design so that four learning groups were formed. The data analysis technique used the Two-Way ANOVA test with unequal cell frequencies. The results of the study show that: (1) there were differences in the effect of the combined learning model of Problem-Based Learning with Flipped Classroom and Problem-Based Learning learning models on student achievement; (2) there were differences in the effect of academic ability on student achievement; and (3) there was no interaction effect between learning models and academic abilities on student achievement. This research is expected to be able to overcome the problem of low student achievement through the application of innovative learning models that can develop students' academic abilities.

Analysis of Students' Critical Thinking in Algebraic Problem Solving in Terms of Visual Learning Style

2024-02-03T18:51:49+07:00

The inability of students to think critically in solving algebraic problems is evident in their tendency to rely on formulas without a profound understanding of basic algebraic concepts. They struggle to analyze problems and devise appropriate strategies before solving them, often sticking to a singular solution approach without critically exploring alternative solutions. Critical thinking has become a crucial skill in 21st-century learning for discerning truths and making informed decisions, assessed through indicators such as Focus, Reason, Inference, Situation, Clarity, and Overview. Teachers need to comprehend students' learning styles and adjust teaching methods accordingly, as categorized by Porter into three types: visual, auditory, and kinesthetic. This study delves into students' critical thinking in algebra problem-solving concerning their learning styles, utilizing a qualitative descriptive approach with purposive sampling. Based on the provided learning style questionnaire, 61.11% of students from XI IPA MAN 2 Kota Jambi exhibit a visual learning style. Subjects with a visual learning style then undergo a critical thinking test in algebra problem-solving. Research findings reveal a deficiency in students' critical thinking abilities, indicating their struggles in critically analyzing mathematical problems thoroughly.

Effect of the TGT Learning Model Assisted by Quizizz on Students’ Mathematical Problem-Solving Ability

2024-02-13T11:09:21+07:00

This research applies the Teams Games Tournament (TGT) learning model assisted by Quizizz, which can be a solution for teachers in optimizing students' mathematical problem-solving abilities. This research aims to determine the effect of applying the TGT model assisted by Quizizz on students' mathematical problem-solving abilities. This research is experimental research, with the research design used as a posttest-only control design. The population is all class VII students at MTs Negeri 2 Jakarta for the 2023/2024 academic year, consisting of seven classes. In this research, the sample used was 68 students who were divided into two classes (experimental class and control class). The instrument used in this research was a mathematical problem-solving ability test consisting of 7 descriptive questions. The results of the prerequisite tests for the analysis showed that the data in the experimental class was not normally distributed and had a homogeneous variance, so the data obtained in this study was analyzed using the Mann-Whitney non-parametric test. The results of this research show that students' mathematical problem-solving abilities that are applied using the TGT learning model assisted by Quizizz are higher than the mathematical problem-solving ability of students taught using conventional learning models, so there is an influence of the TGT learning model assisted by Quizizz on students' mathematical problem-solving ability.

Students’ Mathematical Reflective Thinking Ability in Solving System of Linear Equations in Two Variables Problems

2024-04-24T06:41:12+07:00

Mathematical reflective thinking ability is one of the higher-level abilities that can support other mathematical thinking skills. Therefore, ensuring students have good mathematical reflective thinking skills is essential. This study aimed to analyze students' mathematical reflective thinking skills (KBRMS) on the material of a two-variable linear equation system (SPLDV). This research approach is qualitative with a phenomenological type. Data collection techniques were carried out through reflective thinking skills tests and interviews. The study subjects were grade VIII junior high school students who had studied SPLDV material using purposive sampling techniques. Data analysis techniques in this study are data reduction, data display, conclusions, and verification. This mathematical reflective thinking ability analysis is based on indicators of mathematical reflective thinking ability, namely reacting, elaborating, and contemplating. The results of this study show that students can master reacting and elaborating indicators when faced with problems they usually encounter. In contrast, for contemplating indicators, students still experience difficulties when faced with problems different from those traditionally exemplified, such as difficulties in understanding problems and determining the concept of the material used. Based on this, it is shown that students' mathematical reflective thinking skills have not been fulfilled optimally.

Snakes Ladders Game as an Effort to Improve Mixed Counting Operation Skills of Langenharjo 02 State Elementary School Students

2024-02-28T11:49:58+07:00

Many students find it challenging to learn Mathematics. Mixed operations are one of the materials that are difficult to understand. Educators must use innovative learning models, including the Snakes and Ladders Game media. Therefore, this study aims to determine the improvement of student learning achievement through learning with games, namely snakes and ladders. The method used in this research is classroom action research (PTK). This research was carried out with three cycles. The subjects of this study were grade VI students of SD Negeri Langenharjo 02, Sukoharjo Regency, with 13 students. A total of 10 items were used in this study to measure student learning achievement. This study's results showed an increase in the average score from cycle I to cycle II. The average produced in cycle I was 27.69. In cycle II, an average score of 73.08 was produced; in cycle III, an average of 96.92 was obtained. The gain score obtained was 0.627, and the percentage increase was 62.7% in cycles I and II. Then, in cycles II and III, there was a gain score of 0.885 with a percentage of 88.5%. These results show an increase in the average learning achievement of SD Negeri Langenharjo 02 grade VI students through the Snakes and Ladders game.

The Practical Research of the Blended Learning Model Based on SPOC in Advanced Mathematics

2024-06-06T14:35:02+07:00

Based on the current situation of advanced mathematics curriculum teaching, this study first constructs a blended learning model for advanced mathematics based on SPOC through literature research from three aspects: curriculum design, teaching implementation, and learning evaluation. And designs a specific blended teaching case combined with the "definite integral concept". Then, we conducted a purposeful sampling in a public school called Qinghai Normal University and selected 82 students from two first-year classes majoring in biotechnology as the research objects, and carried out an 18-week empirical study with experimental control. Finally, the final grades and teaching evaluation questionnaires of students in advanced mathematics were collected for data processing and analysis. The research results showed that students in the SPOC blended learning class had better math scores than those in the traditional teaching class, and blended learning could narrow the gap in students' math proficiency. At the same time, the questionnaire survey found that students believe that blended learning in advanced mathematics courses has abundant resources, frequent interaction and communication, and can improve learning efficiency. However, traditional advanced mathematics learning puts a lot of pressure, and they are busy taking notes in the classroom and cannot respond to the teacher's questions in time.