Journal of Education and Learning Mathematics Research
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Enhancing Students’ Mathematical Conceptual Understanding through Team Games Tournament with a Culturally Responsive Teaching Approach
No full textAbstract: This study uses the Teams Games Tournament (TGT) learning model and the Culturally Responsive Teaching (CRT) approach to enhance students’ understanding of mathematical concepts. Classroom action research is a study design conducted at SMP Negeri 20 Malang with 32 eighth-grade students as the subject group. The study consists of cycles of four stages: planning, action implementation, observation, and reflection. The instruments used are concept understanding tests, observation forms, and interview protocols. The average student score rose from 55.13 in the pre-cycle (28% completeness) to 75.38 in cycle I (63% completeness), indicating improved learning outcomes. However, cycle II must be carried out because it does not satisfy the Indicators of Success standards. In cycle II, they rose to 81.72 (84% completion). In addition to encouraging determined development, the TGT with CRT strategy encouraged students’ active participation in the learning process. It offered educational opportunities more in line with the students’ cultural backgrounds. Students’ comprehension of mathematical topics is thereby improved by using the CRT-based TGT learning approach.
Keywords: Teams Games Tournament, Culturally Responsive Teaching, mathematical conceptual understandin
Learning Design of Arithmetic Sequence Material Based on PMRI with the Context of the Roof of Banyuasin Traditional House
No full textAbstract: Arithmetic sequence is one of the important materials learned in class X. However, in practice, many students face difficulties in solving problems related to this material. Therefore, this researcher aims to design a learning trajectory or Hypothetical Learning Trajectory (HLT) with the approach of Indonesian Realistic Mathematics Education (PMRI), using the context of the Banyuasin Regency traditional house. The method used was design research with the research subjects of 24 students in class X of SMK Manggala Palembang. Data collection techniques include observation, interviews and analysis of student work results on Student Worksheets (LKPD). The results of the study show that the HLT developed is effective in helping students understand the concept of arithmetic sequences in depth, understand patterns, and be able to use the nth term formula in various contextual situations. The implementation of HLT based on local context also helps students to understand the material in a more meaningful and relevant way
Implementation of Culturally Responsive Teaching Approach of Sikambang Arts Through Plane Shapes Learning in Grade V of Elementary School
No full textThis study is a qualitative descriptive study conducted at SDN 153007 Sorkam, Tapanuli Tengah Regency, with the aim of describing the effectiveness of electricity use in teaching and learning activities and the application of the Culturally Responsive Teaching approach to flat geometry material using Sikambang Art in grade V. Data were collected through observation and interviews, which were then analyzed to obtain an overview of the learning conditions and student involvement. The results of the observation showed that the learning environment in this school was quite conducive, with facilities that supported the learning process. In implementing the local cultural approach, teachers introduced flat geometry through the Sikambang Art element, which succeeded in increasing students' interest and understanding of the material. Interviews with teachers revealed that this approach was effective in deepening students' understanding, although there were several challenges such as limited cultural-based teaching materials. Overall, this study shows that a local cultural-based approach can enrich the mathematics learning process and foster students' appreciation of their own culture, thereby increasing the effectiveness of learning in the classroom
Ethnomathematics in Buying And Selling Transactions of Cracker Traders at Puger Market
No full textThis study examines the application of ethnomathematics in the buying and selling transactions of cracker traders at Puger Market, Jember Regency. Ethnomathematics is a study that integrates mathematical elements with community culture. The purpose of this study is to identify how mathematical practices, particularly arithmetic operations such as addition, subtraction, multiplication, and division, are applied contextually by traders in their daily economic activities. This study uses ethnography with a descriptive approach, collecting data through observation, interviews, and documentation. The results show that traders are able to calculate prices and change manually quickly and accurately, even without formal mathematics education. This suggests that the practice of counting in trading activities reflects the real application of mathematical concepts in everyday life and can be used as a source of contextual learning in schools
The Embodying Deep Learning in Pancasila Student Profile
No full textEducation in Indonesia faces challenges in shaping students' characters according to the values of the Pancasila Student Profile. The lack of learning approaches that support deep understanding and critical thinking skills is one of the main obstacles in the implementation of character education. This article examines the application of Deep Learning in learning as an innovative strategy to strengthen the internalization of Pancasila values. Using the literature study method, this study analyzes the concept of Deep Learning, the challenges of its implementation, and the opportunities for its application in the Indonesian education system. The results of the study indicate that Deep Learning can improve conceptual understanding, high-level thinking skills, and active student involvement in the learning process. Therefore, the integration of Deep Learning in Pancasila-based character education has the potential to be an effective solution in facing the challenges of 21st-century learning. This article provides recommendations for educators and policy makers in designing learning strategies that are more contextual, reflective, and oriented towards problem-solving
Problem-Solving Ability Through the Fast Feedback Method with a Student Answer Grouping Model
No full textA common problem in mathematics learning is teachers' delays in providing feedback to students, thus slowing down the process of conceptual understanding. The Fast Feedback method allows teachers to respond quickly to students' answers during learning activities. This study aims to improve students' mathematical problem-solving skills through the Fast Feedback method with an answer grouping model. This study used a Classroom Action Research (CAR) approach implemented in three cycles with the stages of planning, implementation, observation, and reflection. The subjects were 42 students of SMP Harmoni School Terpadu Teluk Bintuni Regency, studying the Pythagoras Theorem. Data was collected through task cards, observation sheets, and documentation. The results showed an increase in students' problem-solving skills in each cycle. The number of students answering correctly increased from 31 students in cycle I to 38 students in cycle II, and 39 students in cycle III. Thus, the application of the Fast Feedback method with an answer grouping model has been proven to improve students' mathematical problem-solving skills. The Fast Feedback method using the answer grouping model is expected to be used in in-depth mathematics learning and have an impact on efforts to improve student learning outcome
Exploring Ethnomathematics In Saint Joseph Catholic Church, Jember
No full textMathematics is often perceived as an abstract science detached from daily life, whereas in reality, it grows and develops within the culture of society. The ethnomathematics approach seeks to reveal how mathematical concept, especially geometry, manifest within cultural practices and architectural works. This study aims to explore the application of geometric concepts in the architecture of Saint Joseph Catholic Church Jember as an integration of mathematics, culture, and spirituality. The research employed a qualitative approach with an ethnographic case study design through participatory observation, interviews, and visual documentation. The result show that various elements of the church building, such as the bell tower, triangular roof, arched windows, pillars, stained glass, and floor mosaics, contain geometric concepts such as plane figures, solid figures, symmetry, similarity, and geometric transformations including reflection, rotation, and translation. Each architectural element demonstrates not only mathematical order but also symbolic meanings such as balance, perfection, and eternity that reflect Catholic faith values. The findings affirm that ethnomathematics serves as a bridge between science, art, and cultural values, making mathematics learning more contextual, meaningful, and grounded in real life
Leveraging Local Culinary Heritage as a Context for Learning Mathematics
No full textThis study investigates how a diverse set of traditional Malang foods—including Mendol Tempe, Bakwan Malang, Tempe Chips, Cwie Mie, Rawon, Bakso Bakar, Putri Salju cookies, and Orem-Orem—can function as culturally grounded contexts for developing students’ mathematical reasoning and model-construction competencies. Each food item reveals distinct mathematical structures: density and texture patterns in Mendol Tempe, irregular yet classifiable shapes in Bakwan Malang, fractal-like crisp patterns in Tempe Chips, proportional seasoning in Cwie Mie, time-based flavor development in Rawon, rotational symmetry in Bakso Bakar, geometric uniformity in Putri Salju, and combinatorial layering in Orem-Orem. Drawing on a philosophical perspective that positions mathematics as an interpretive lens for understanding real-world phenomena, students transition from sensory observation to formal modeling, constructing representations such as ratio models, time–intensity functions, geometric similarity models, rotational interval equations, and combinatorial structures. Findings indicate that embedding mathematical tasks in local culinary culture enhances conceptual understanding, promotes creative model construction, and strengthens culturally responsive pedagogical practices. This approach highlights the natural emergence of mathematical ideas from daily life experiences, making learning more meaningful, engaging, and contextually relevant
Analyzing the Use of Snowball Throwing Model to Enhance Comprehension of Linear Functions: A Qualitative Study
No full textThis study aims to explore the teaching and learning process of linear functions through the implementation of the Snowball Throwing learning model. A qualitative approach was employed, with data collected via observations, in-depth interviews, and documentation of the learning activities. The findings reveal that the Snowball Throwing model’s syntax—including the delivery of material, group formation, group leader explanations, question writing and throwing, as well as group discussion and evaluation—creates an active and collaborative learning environment. This process encourages students to develop key indicators of mathematical conceptual understanding: the ability to restate the concept of linear functions in their own words, classify objects according to the concept’s characteristics, and provide accurate examples and non-examples. Moreover, students demonstrate the ability to represent the concept in various mathematical forms, such as graphs and algebraic expressions, and apply the concept effectively in solving contextual problems. The interactive question-and-answer sessions and group discussions prove effective in strengthening conceptual understanding and clarifying misconceptions. This study recommends the use of the Snowball Throwing model as a participatory teaching strategy to enhance student engagement and improve the quality of mathematical conceptual understanding, particularly in the topic of linear functions
Development Instrument Evaluation Mathematics HOTS -Based for Prospective Junior High School Teachers
No full textHigher-order thinking skills (HOTS) are essential for meeting the challenges of the 21st century. Therefore, these skills must be possessed by every individual engaged in the learning process. Students, as learners, need frequent practice to develop these skills. To facilitate this, prospective teachers should be capable of designing assessment instruments that foster higher-order thinking. However, in practice, teachers often struggle to create such instruments effectively, as it is a complex task. This study was initiated to address that challenge. It employed a research and development (R&D) approach using the 4D model: define, design, develop, and disseminate. The research subjects were 15 prospective mathematics teachers who developed HOTS-based test items, which were then tested on 79 seventh-grade students at Darul Akhwan International Junior High School. The developed items were evaluated for their validity and practicality through construct and empirical validity tests. The practicality was further assessed using reliability tests, item difficulty levels, and discrimination indices. The results showed that the instrument achieved 100% validity based on expert judgment. The reliability test yielded an rcount=0.659r_{count} = 0.659rcount=0.659, which exceeds the rtable=0.2213r_{table} = 0.2213rtable=0.2213; thus, the instrument is considered reliable. The discrimination index analysis revealed that 60% of the items were in the “fair” category, while the remaining 40% were categorized as “good.” Meanwhile, the difficulty level analysis showed that 15% of the items were “very difficult,” 65% were “difficult,” and 20% were “easy.” These results indicate that the instrument has an appropriate level of difficulty. In conclusion, the assessment instrument developed in this study is both valid and practical for evaluating students’ higher-order thinking skills