Mathematics Education Journal

Pythagorean Calc Aplication: Is It Effective in Mathematical Understanding Ability?

Puji Lestari — 2024-02-29

Understanding mathematics requires deep thinking to learn it meaningfully. However, empirically, many students face complex difficulties in understanding mathematical concepts. This study aimed to determine the quality of improvement before and after using the Pythagorean Calculator application and to find out the effectiveness of using the Calc application on the student's ability to understand mathematics. This research uses a quantitative approach with a quasi-experimental method. This study was conducted at one of the private MTs in Ciamis district, West Java, by taking samples using purposive sampling, namely Class VIII B in the 2023/2024 academic year with a total of 21 students. Data was collected through a high-level mathematical understanding ability test based on the Polya indicator. The results of the research show that the quality of improvement in mathematical understanding abilities after learning assisted by the Pythagorean Calc application on the Pythagorean theorem material with the level of difference is in the medium category. Using the Pythagorean Calc application is effective in improving mathematical understanding abilities and is classified as a strong effect category.

A Flipped Classroom Applied: Undergraduate Students' Perception in Mathematics

Olajumoke Olayemi Salami — 2024-02-29

This study was designed to determine undergraduate students’ perception in a flipped Applied Mathematics classroom. A survey research design was employed to measure students’ responses after a successful seven-week deployment of the flipped model of instruction delivery at a University in North Central Nigeria. An intact class of 32 students was used for the study, out of which 21 students returned the adopted Feedback Questionnaire on Flipped Classroom Activity. Analysis of the results of the study shows a positive level of students’ perception (grand mean = 2.765) and an enriched learning experience in terms of curiosity, engagement and enlightenment. Based on the findings of the study, it was recommended that teachers at all levels of mathematics education should always seek instructional approaches that are student-driven like the flipped classroom to sustain interest and improve academic performance.

Participation of Math Students in Online and Face-to-Face Hybrid Mathematics Instruction

Roel Balayan — 2024-02-29

Blended hybrid mathematics instruction offers the flexibility of online learning and the engagement of face-to-face interaction. However, research on student participation in these learning environments needs to be improved. This study investigated the dynamics of student participation, focusing on four key dimensions: conceptual understanding, mathematical communication, problem-solving, and critical thinking and analysis. A survey of 158 BS Mathematics students revealed that online learners tended to exhibit a higher level of conceptual understanding. At the same time, face-to-face interactions enhance problem-solving skills and stimulate more remarkable development of critical thinking and analytical abilities. Mathematical communication skills were somewhat constrained in both settings, with face-to-face students displaying slightly higher participation. These findings underscore the importance of considering the diverse dimensions of student participation when delivering online and hybrid mathematics courses. Educators should provide opportunities for students to hone and cultivate essential skills across online and face-to-face contexts, thus enriching their learning experience.

Integrating the Case Studies Pedagogy and the Anthropological Theory of Didactics to Enhance the Teaching and Learning of Algebra in Undergraduate STEM Education

José Luis Díaz — 2024-02-29

Methodology case studies plays a pivotal role in STEM education, especially in teaching undergraduate algebra. This article emphasizes the power of real-world scenarios and active pedagogy, a student-centered approach that makes abstract algebraic ideas tangible. The Anthropological Theory of Didactics (ATD) is spotlighted as a perspective that treats mathematical knowledge as a cultural artifact, embedding mathematics concepts deeply within cultural and historical contexts. By comparing active pedagogy with ATD, the article unveils a compelling overlap that values the significance of context in learning. Students don't just engage actively but also delve into the cultural essence of mathematical problems, gaining a profound understanding. Addressing the hurdles undergraduates face in transitioning from high school algebra to university level, the article suggests activities that merge active pedagogy and ATD. This holistic approach has the potential to transform algebra education into a more engaging, relevant, and culturally resonant experience.

The Effect of Quran Memorization on Mathematical Understanding Ability with Pearson Correlation and Linear Regression

Paiz Jalaludin — 2024-02-29

The benefit of memorizing the Quran trigger Islamic education mobilizers to integrate Quran memorization activities as one of the compulsory or extracurricular subjects in formal educational institutions.. This study aims to understand the relationship and influence of the Quran memorization index on students' mathematical abilities. The methods used to answer this problem are the Pearson correlation test and the simple linear regression test. Both statistical methods were rigorously reviewed in this study. The results of this study show that there is a significant relationship between the variable of the Quran memorization index and the mathematical understanding abilities of students at Pondok Pesantren Al-Hasanah Darunnajah 9 with a correlation coefficient of 0.428 which is included in the medium category. In addition, the results showed that there was a positive and significant influence between the Quran memorization index on students' mathematical abilities, where students' mathematical abilities were 18.3% influenced by the Quran memorization index, while the rest were influenced by other factors.

Student Creativity in Developing Interactive Multimedia Using Kodular for Junior High School Mathematics Learning

Siti Khoiruli Ummah — 2024-03-19

This research is qualitative research that aimed to investigate the results of the development of learning media by students to improve school students' creative performance and students' creative thinking using the Kodular application. This study focuses on the problem of the lack of learning media at the junior high school level which is used as a means of independent learning for students at home. The subject was a class of The Department of Mathematics Education. The research subjects were 41 students in the department of mathematics education. data were taken using observation and documentation techniques that were adapted to mathematical creative thinking indicators. Interactive multimedia developed by students in the form of mathematical material presented in text form, containing equations, screenshots of graphics from the Desmos application, and video explanations of the material. Furthermore, practice questions and post-tests are presented using the help of Google Form, Quizziz, and Liveworksheets so that users get a direct response to the answers to the questions so that they meet the interactive characteristics of the learning media. The results obtained are 41 students are able to develop interactive multimedia that is run through an android application in junior high school mathematics learning. Creative thinking skills are achieved by using the dimensions of fluency, flexibility, and originality. This is achieved from media development carried out by students The creative performance of students reaches the usefulness dimension but has not been able to reach the novelty of the interactive multimedia that has been developed.

Implementation of Problem Based Learning (PBL) Model Using Maple Software in Solving a Trigonometry Material Problem

Dewi Nailin Ni’mah — 2024-02-29

This study aims to investigate the implementation and effectiveness of the PBL learning model with Maple Software in solving Trigonometry problems during mathematics lessons. It is descriptive research with a quantitative approach. The participants were 20 tenth-grade students from an vocational school in the second semester of the 2022/2023 academic year. Data were collected through student questionnaires and written tests. The questionnaires assessed student understanding in solving Trigonometry problems with Maple Software, while the tests included 5 questions to evaluate problem-solving skills using the software. The findings indicate that: (1) The PBL model with Maple Software enhances student engagement and effectively solves Trigonometry problems. (2) The PBL model using Maple Software is effective in improving students' problem-solving abilities in Trigonometry.

Development of Wick Editor-Based Learning Media that Emphasizes the Creative Thinking Ability

Muhammad Dhaffa — 2024-02-29

This development research aims to (1) Know the practicality of learning media based on the wick editor to be used in the learning process on the material of arithmetic rows and series (2) Know the response of students to the use of learning media in the classroom; and (3) Improve students' creative thinking skills to solve problems related to mathematics This research is a Research and Development (R&D) study with the ADDIE development model, namely Analysis, Design, Development, Implementation, and Evaluation. Data collection techniques used interviews, validation, student response questionnaires, and student creative thinking ability questionnaires. Validation was carried out by academics and practitioners, as well as students' responses. The wick editor-based learning media developed was tested on 34 students of class VIII at senior high school. The results of material expert validation obtained an average score of 82.95% with very valid criteria. The practicality of the media obtained from the student response questionnaire obtained an average score of 90% with very practical criteria. The effectiveness of the media is obtained from the average results of the questionnaire of students' thinking skills with an average N-Gain score of 0.75 with a high category.

Development of MATLAB GUI-Based Mathematics Learning Media with ADDIE Model to Enhance Students' Mathematical Connection Ability

Fikri Haykal Kusuma Putra — 2024-02-29

Research was conducted to develop learning media using Matlab GUI to enhance students' connection abilities. The aim was to create media containing valid, practical, and effective arithmetic and geometric sequences and series to support mathematical understanding. The study involved 10 randomly selected eleventh-grade students. Data was collected from validation results, tests, and student questionnaires. The research followed the ADDIE model in five stages: analysis, design, development, implementation, and evaluation. Media validation test results showed 86.5% validity, while student use scored 85.67% for practicality. Effectiveness testing revealed an average student score of 85.84%, demonstrating high effectiveness. These findings indicate that the Matlab GUI-based learning media successfully meet valid, effective, and practical criteria for enhancing students' mathematical connection abilities.

Investigating the Philosophical View of Teaching Circles Theorem

Bright Asare — 2024-02-29

Circle theorem was seen as the most challenging mathematics topic most students’ in Ghana run away from. During the WASCE, most students run away from answering mathematics questions that are in line with circle theorem. Such challenge has drawn the attention of mathematics teachers and researchers in mathematics education to find out the factors that drives students from attempting circle theorem question and the appropriate approach that can be used to teacher and to solve questions in circle theorem. The study aimed to investigate the philosophical view of teaching circle theorem. The literature review was based on ontological view of circle theorem, axiological view of circle theorem, and epistemological view of circle theorem. The study concluded that, the three philological view of mathematics has a unique significant effect on teaching and learning circle theorem.