International Journal of Trends in Mathematics Education Research
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Representation Ability through the Problem Based Learning Model (PBL) for Junior High School Students
Full text linkThis research aims to investigate the development of mathematical representation abilities through PBL. This research approach is quantitative. The population in this study was 150 students in class VII of SMP Negeri 13 Banda Aceh, while the sample was 23 students in class VII-5. The data collec-tion technique was carried out through tests with mathematical representation ability test instru-ments which were carried out after each lesson. The data analysis technique for mathematical rep-resentation abilities is carried out by comparing students' answers to mathematical representation abilities in each lesson based on indicators of mathematical representation abilities, namely visual, symbolic and verbal. The results of the research show that students' mathematical representation abilities develop in various ways. The first indicator of mathematical representation ability is pre-senting data from a problem in the form of pictures, diagrams, graphs or tables. At the first meeting 10 out of 23 students complied, then at the second meeting 13 students met, at the third meeting 16 students complied, and the fourth meeting 20 students complied. The second indicator is solving problems involving mathematical expressions. At the first meeting 9 out of 23 students complied, then at the second meeting 12 students complied, at the third meeting 14 students complied, and at the fourth meeting 19 students complied. The third indicator is processing scientific language at the level of words, phrases and sentences. At the first meeting 12 out of 23 students fulfilled it, then at the second meeting 13 students fulfilled it, at the third meeting 15 out of 23 students fulfilled it, and at the fourth meeting 17 out of 23 students fulfilled the third indicator
A Literature Review on Gamification as an Interactive Approach in Mathematics Learning for Elementary School Students
Full text linkoai:ojs.ijtmer.saintispub.com:article/367Students' interest and involvement in mathematics learning, particularly at the elementary school level, is often low due to the nature of the material that is considered difficult and less interesting. The gamification approach, which integrates elements of play into learning, emerges as a potential strategy to increase students' motivation and understanding of mathematical concepts. This study aims to analyze the effectiveness of gamification in increasing learning interest and understanding of mathematics in elementary school students. This literature review was carried out by collecting, filtering, and analyzing various relevant previous research, using keywords such as "gamification", "elementaryschool mathematics learning", "student motivation", "educational technology", and "student collaboration". The results of the study show that the application of gamification in mathematics learning has a significant positive impact on student motivation and engagement, improves understanding of mathematical concepts, and facilitates collaborative skills. The implication of these findings is that educators should consider integrating technology-based gamification in the math curriculum, in order to create a learning experience that is more adaptive and relevant to students' needs
The Increasing Students' Problem-Solving Abilities and Social Attitudes Using the Reciprocal Learning Model
No full textThis research is a Classroom Action Research carried out in the Husni Thamrin school field with research subjects XI-IPA grade students the object of research is the application of models of reciprocal learning to increase mathematical problem solving and social attitude of students. This research consists of 2 cycles, each consisting of 2 meetings. The analysis data on cycle I indicated that (1) the average test scores for problem solving are 68,0 or 73% of the number of students who take the test can solve problems fairly minimal category and 27% had levels below the category of problem solving ability sufficient, (2) The value of obtaining students’ social attitudes is 2,0 including the bad category(3) current activity levels of students do not meet the ideal percentage of time specified, (4) there are 93,4% of total students taking learning to respond positively to the components and learning activities. In the second cycle, the results obtained : (1) the average test scores for problem solving abilities were 73,0 or 86,6% of the number of students taking the test can solve problems fairly minimal category and 13,4% had levels below the category of problem solving ability sufficient, (2) The value of obtaining students social attitudes is 3,50 including the excellent category, (3) current activity levels of students who meet the ideal percentage of the time, (4) there are 96,67% of the students gave a positive response to the components of learning activities. Based on the results of cycles I and II can be concluded that the implementation of reciprocal learning models can increase the problem-solving ability and social attitude of students
Differences in self-discipline between general primary school students and religious-based schools: A comparative study
Full text linkSelf-discipline is the ability of individuals to control themselves and act in accordance with the values they believe in. This study aims to determine the difference in the level of self-discipline between students in general elementary schools and religious-based elementary schools. This research is a comparative research with quantitative approach. The population in this study were 6th grade elementary and MI students in Jombang Regency. The sampling technique used purposive random sampling with a sample size of 100 students, where 50 students came from general elementary schools or SDN and 50 students came from religious-based elementary schools or MI. The technique used to collect data is a questionnaire. The data obtained were analyzed using descriptive and inferential statistics using the t-test. The results obtained through descriptive analysis show that the average self-discipline character of religious-based elementary school students is higher than the average self-discipline character of general elementary school students. Before hypothesis testing, normality and homogeneity tests were conducted to ensure that the data were normal and homogeneous. The results of data hypothesis testing using t-test obtained Sig (2-tailed) value α (0.045 0.05). These results indicate that there is a significant difference in the level of self-discipline between the two groups of students
Beyond Geographical Barriers: ICT Skills and Parental Involvement in Fostering Learning Independence
Full text linkThis study analyses the links between students' Information and Communication Technology (ICT) abilities, parental role, and learning Independence in North Maluku, an archipelagic region of Indonesia characterized by poor technical infrastructure. By implementing a quantitative, cross-sectional approach, data were collected from 303 high school students using validated measures of ICT abilities, parental involvement, and learning independence. Multiple regression research found that ICT skills and parental role combined account for 44% of the variance in learning independence. ICT abilities emerged as a robust predictor (β = .464, p .001) of learning independence, underlining the essential significance of digital literacy in supporting autonomous learning practices, particularly in technologically impoverished locations. The parental role also revealed a substantial impact (β = .295, p .001), showing the persistent importance of family support in the educational process, especially in technology-enhanced learning contexts. These findings have substantial implications for educational policy and practice in archipelagic and technologically challenged countries, highlighting the necessity for focused ICT skill development programs and attempts to improve parental involvement in technology-mediated learning
The Ethnomathematics in Enhancing Communication Skills among Elementary School Students
Full text linkLearning mathematics in primary schools often faces challenges in making abstract concepts easier for students to understand. One approach that can address this challenge is ethnomathematics, which integrates elements of local culture into mathematics learning. This research aims to explore how ethnomathematics can be used to improve mathematical communication understanding in primary school students. The research method used is to use a literature review of various sources that examine the importance of training primary school children's communication in mathematics. Ethnomathematics can improve students' understanding of mathematical concepts through a cultural context that is familiar to them. This approach is also effective in training mathematical communication, where students learn to explain their thought processes, discuss with peers, and solve mathematical problems collaboratively. Students who learnt with the ethnomathematics approach showed improved mathematical communication skills, both orally and in writing. The importance of applying ethnomathematics lies in its ability to make mathematics more interesting and meaningful to students, thus increasing their motivation and active participation in learning. In addition, ethnomathematics also encourages the development of critical and creative thinking skills, which are essential in mathematical communication. Although its implementation requires teacher creativity and preparedness, these findings confirm that ethnomathematics is an important and effective approach in mathematics education in primary schools
Exploration of Teachers' Difficulties in Managing Mathematics Learning on Sumatra Island
No full textThis research explores the difficulties faced by mathematics teachers in Sumatra Island in managing learning. Using a descriptive qualitative approach, the research involved 91 junior high school teachers through written interviews with 10 open-ended questions. The research results revealed several main difficulties: limited understanding of the independent curriculum, challenges in developing teaching modules, difficulties in determining learning objectives from cognitive-affective-psychomotor aspects, challenges in designing learning that facilitates social-economic-cultural-religious aspects, and obstacles in implementing teaching methods that meet students' needs. Nevertheless, teachers have demonstrated good abilities in time management, facilitating student collaboration, providing feedback, and conducting learning reflections
Challenges of Teacher Prospective Students on the Preparation of Teaching Materials and TPACK-Based Assessment for Micro Teaching Courses
Full text linkThis study examines two main aspects of the challenges faced by prospective teacher students at Malikussaleh University in compiling teaching materials and assessments based on TPACK and TPACK. The background of the problem includes the need for the integration of technology in education which is increasingly important in the digital age. The purpose of this study is to identify these challenges in depth. The method used was qualitative descriptive with data collection through a questionnaire questionnaire distributed to 50 students. The research instrument consists of questions that cover various aspects of challenges in the preparation of teaching materials and assessments. The results of data analysis show that students face significant challenges, especially in mastery of technology and pedagogical integration, with a fairly high percentage of challenges in the preparation of TPACK and TPACK-based assessments. In conclusion, this study emphasizes the need for more attention from educational institutions in providing support to students so that they can overcome these challenges and improve their ability to develop effective and relevant teaching materials and assessments
The principal's supervision in evaluating teacher performance programs at MIS Al-Hikmah Namorambe
Full text linkThis study aims to describe the stages of principal supervision in evaluating teacher performance at MIS Al-Hikmah Namorambe and describe the obstacles to principal supervision in evaluating teacher performance at MIS Al-Hikmah Namorambe. The research method used is qualitative with a descriptive qualitative approach. The data collection techniques used are observation, interviews and documentation. While data analysis techniques in the form of data reduction, data presentation and data conclusion. The results showed that First, the planning carried out by the principal includes identifying problems based on the objectives of supervision, determining the supervision schedule, selecting supervision techniques that are in accordance with the needs of teachers, and preparing assessment instruments for observation. Second, implementation, which is the process of supervision activities, where principals check the completeness of learning tools, observe the learning process, and conduct assessments based on observation instruments. Third, analysis, where the principal identifies teacher weaknesses based on the observation results. Fourth, follow-up which includes providing solutions to teachers who do not meet the standards and giving awards to teachers who meet the standards. Finally, the preparation of a report by the principal as a guideline for the implementation of supervision in the future, as for the obstacles faced by principals and teachers in implementing this supervision is time management
Analysis of students' mathematical communication ability in solving STEM-based mathematics problems by gender of class VII students of SMPN 02 Ambulu, Jember district
Full text linkThis research is motivated by public perceptions about the ability to solve math problems in male and female students. One of the abilities assessed for differences is mathematical communication ability. This study aims to describe mathematical communication skills in solving STEM-based math problems in class VII students of SMPN 02 Ambulu. The subjects chosen were 6 students consisting of male and female students with high, medium, and low mathematical communication abilities. This research is a descriptive study with data collection techniques: Observation, Tests, Interviews, Documentation. Data analysis refers to Miles and Huberman, namely, Data Condensation, Data Presentation and Conclusion Drawing. The research results obtained for male and female students with high mathematical communication skills showed no difference, LT and PT students were able to fulfill the same indicators of mathematical communication ability, as well as male and female students who had low mathematical communication abilities, their mathematical communication skills are the same. However, students with moderate communication skills have differences in indicators