Kalamatika: Jurnal Pendidikan Matematika
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HINDU MATHEMATICS IN MODERN ARITHMETIC: ASSESSING STUDENT AWARENESS AND UNDERSTANDING
Full text linkHindu mathematics has made foundational contributions to the development of modern arithmetic, particularly through the introduction of the decimal number system and the concept of zero. Despite its historical significance, this study found that students' awareness and understanding of Hindu mathematics remain limited. This research investigates the role of Hindu mathematics in shaping modern arithmetic and examines students’ knowledge of these contributions. The study employed a qualitative approach, combining a literature review to trace historical developments with student interviews to assess their conceptual understanding. Findings indicate a substantial gap in students’ historical awareness, with most attributing the origins of modern arithmetic solely to Western and Arabic traditions. This gap is attributed to curriculum content that underrepresents non-Western mathematical heritage and a lack of accessible instructional resources. The study underscores the need to integrate Hindu mathematical contributions more explicitly into mathematics education to foster a more comprehensive and culturally inclusive understanding of the discipline’s history. Matematika Hindu, yang dikenal dengan inovasi dan kontribusinya dalam pengembangan konsep-konsep dasar matematika, memainkan peran penting dalam kemajuan aritmatika modern. Terlepas dari kontribusi penting ini, temuan menunjukkan bahwa kurikulum pendidikan tinggi didominasi oleh tradisi matematika Barat dan Arab, dengan sumber daya pengajaran yang minim terkait dengan matematika Hindu. Penelitian ini bertujuan untuk menyelidiki kontribusi utama matematika Hindu dalam pengembangan sistem bilangan desimal dan penemuan konsep nol dengan menggunakan tinjauan literatur. Selain itu, penelitian ini juga bertujuan untuk mengetahui dan menemukan alasan mengapa kontribusi matematika Hindu kurang dikenal dengan melakukan wawancara langsung dan tinjauan literatur. Hasil penelitian dari wawancara dan analisis literatur menunjukkan perlunya peningkatan kesadaran akan matematika Hindu dan integrasi pengetahuan tersebut dalam pendidikan. Hal ini diharapkan dapat memperkaya pemahaman tentang sejarah dan perkembangan aritmatika modern di kalangan mahasiswa
ENHANCING SECONDARY STUDENTS’ MATHEMATICAL CREATIVE THINKING THROUGH STEM PROJECT-BASED LEARNING
Full text linkStudies have highlighted the persistently low levels of mathematical creative thinking skills among students, emphasizing the need for innovative learning interventions. The STEM-PjBL model, which integrates science, technology, engineering, and mathematics through project-based learning, offers a structured framework to enhance these skills by fostering innovative problem-solving. This study investigates the implementation of the STEM-PjBL model to improve students' mathematical creative thinking skills. A quantitative quasi-experimental approach with pre- and post-tests control group design was used, involving two purposively selected ninth-grade classes from a population of 298 students. Analysis using the Mann-Whitney U test showed a statistically significant improvement in mathematical creative thinking skills following the STEM-PjBL intervention (p < 0.05), with a normalized gain (g = 0.43), indicating that the results for the experimental group were higher than those of the control group. These findings suggest that the STEM-PjBL model is an effective strategy for improving creative thinking in mathematics education
STUDENTS' MATHEMATICAL PROBLEM-SOLVING SKILLS ON CONGRUENCE MATERIAL IN RELATION TO INTRAPERSONAL INTELLIGENCE
Full text linkIntrapersonal intelligence can help students solve mathematical problems, and each student has different abilities depending on their level of intelligence. This study aimed to determine and explain students' mathematical problem-solving skills on congruence material in relation to intrapersonal intelligence. A qualitative approach with a case study design was used. The instruments included an intrapersonal intelligence questionnaire, a mathematical problem-solving skills test, and an interview guide. The results show that students' intrapersonal intelligence falls into three categories: high (21.43%), medium (60.71%), and low (17.86%). Students with high intrapersonal intelligence were able to fulfill all four indicators of mathematical problem-solving skills: understanding the problem, planning the solution, implementing the solution plan, and reviewing the solution. Students with medium intrapersonal intelligence were able to fulfill three indicators: understanding the problem, planning the solution, and implementing the solution plan. Students with low intrapersonal intelligence were able to fulfill two indicators: understanding the problem and planning the solution
GEOGEBRA-ASSISTED LEARNING, DOING, AND REPEATING (LDR) MODEL TO DEVELOP COMMUNITY NUMERACY SKILLS
Full text linkIn the Society 5.0 era, strong numeracy skills are essential for processing complex data and making informed decisions. However, the numeracy levels of the Indonesian population remain relatively low, underscoring the need for effective educational interventions. This study investigates the effectiveness of the Learning, Doing, and Repeating (LDR) model, supported by GeoGebra, in developing community-based numeracy skills. The LDR model structures learning through iterative cycles: initial instruction (Learning), direct application (Doing), and reinforcement (Repeating), with GeoGebra facilitating the visualization of mathematical relationships. An experimental one-group pretest–posttest design was employed, involving community members guided by PKBM Yapenmas. Numeracy skills were assessed using mathematics tasks adapted from the PISA 2022 framework, alongside observations and interviews. The results indicated significant improvements in participants' numeracy skills following the intervention. The use of GeoGebra was found to enhance participants' conceptual understanding and engagement during the learning process. These findings suggest that the LDR model, when integrated with interactive technology, offers an effective approach to fostering numeracy development in informal educational contexts. This study contributes to the growing field of technology-assisted mathematics education and highlights the potential of iterative learning models for strengthening foundational numeracy skills within community learning environments
THE IMPACT OF VIRTUAL GEOBOARD-BASED LEARNING MEDIA ON ELEMENTARY SCHOOL STUDENTS’ SPATIAL THINKING
Full text linkThis research was motivated by the observation that students had low ability in visualizing flat shapes, particularly when solving problems related to plane geometry. This study aimed to investigate the effect of virtual geoboard-based manipulative learning media on the spatial thinking skills of fourth-grade students. This research employed a quantitative approach with a posttest-only control group design and purposive sampling as the sampling technique. The samples consisted of two classes from all fourth-grade classes at SDN Pondok Aren 02: the experimental class, which used virtual geoboard media (Class IVB, 32 students), and the control class, which did not use virtual geoboard media (Class IVC, 26 students). Both groups were confirmed to have a normal distribution and to originate from a homogeneous population. The results of the study showed that: 1) the use of virtual geoboard media had a significant effect on students' spatial thinking skills. 2) There was a notable difference in the average posttest scores between the experimental and control classes, demonstrating the strong impact of virtual geoboard media on enhancing students' spatial thinking
GENDER DIFFERENCE IN MATHEMATICS PERFORMANCE AMONGST SENIOR HIGH SCHOOL STUDENTS IN THE UPPER WEST REGION (UWR), GHANA
Full text linkGender differences in mathematics performance have long concerned parents and policymakers in Ghana, especially in the UWR. This study examined these differences among high school students using an explanatory sequential mixed-methods design. Stratified and Simple Random Sampling techniques were used to sample 350 participants from four different SHS within the UWR to participate in the survey whilst four teachers were selected using the purposive sampling technique. A mathematics test, questionnaires, and interviews were the main data collection tools. Quantitative data were analysed using descriptive and inferential statistics, while qualitative data were analysed thematically. The results reveal no statistically significant difference between female and male mathematics performance [t(348)= -1.44, p =.153, p>.05]. Also, factors such as societal expectations and stereotype threat, cultural norms, learning environment, and teaching methods were indicated as potentially contributing to female and male mathematics performance. It was recommended that an all-inclusive learning environment, teaching practices, and curriculum design should be created to allow students, regardless of their gender, to participate effectively in mathematics classes
English
No full textThis study explores the development of a creative thinking comic on flat-sided geometric solids as a learning medium for 8th grade students. The comic was developed using the 4D model, which consists of the stages: Define, Design, Develop, and Disseminate. However, only the Define, Design, and Develop stages were carried out in the creation process of this creative thinking comic. In the Define stage, development needs were identified by analyzing student characteristics, reviewing the curriculum, and determining learning outcome indicators. The Design stage involved creating the initial prototype of the comic, including storyline development, visual design, and interactive elements. The comic features content related to flat-sided geometric solids presented through stories connected to students’ daily lives, along with practice questions aimed at fostering creative thinking skills. During the Develop stage, experts validated the comic and its supporting instruments, assessing validity, practicality, and effectiveness. Revisions led to the final version of the creative thinking comic. Expert reviews confirmed its suitability, and teacher and student feedback were highly positive, with scores in the "very good" category. Student achievement results showed an average score of 14.48, classified as high.Artikel ini membahas tentang pengembangan media pembelajaran untuk siswa kelas VIII berupa komik berpikir kreatif pada materi bangun ruang sisi datar. Pengembangan komik berpikir kreatif menggunakan model 4D terdiri dari tahap pendefinisian, perancangan, pengembangan, dan penyebaran. Namun proses pengembangan komik berpikir kreatif hanya melalui 3 tahap yaitu tahap pendefinisian dengan melakukan penentuan dan pendefinisian syarat-syarat pengembangan seperti analisis karakteristik siswa, analisis kurikulum, dan merumuskan indikator pencapaian hasil belajar. Tahap perancangan, dilakukan dengan membuat prototipe awal komik berpikir kreatif, seperti membuat alur cerita, story board, hingga pemberian teks dan warna. Tahap pengembangan, dengan melakukan FGD bersama para ahli serta menguji kelayakan produk yang meliputi validitas, kepraktisan, dan keefektifan, serta revisi untuk memperoleh produk komik berpikir kreatif final. Hasil validasi dari beberapa ahli menyatakan bahwa produk komik berpikir kreatif layak digunakan. Hasil dari respon guru dan siswa terhadap komik berpikir kreatif memperoleh skor dengan kriteria sangat baik. Hasil keefektifan berdasarkan capaian nilai siswa memperoleh skor rata-rata 14,48 dengan kategori tinggi
THE EFFECTIVENESS OF PROBLEM-BASED AND DISCOVERY LEARNING MODELS ON STUDENTS' MATHEMATICAL CRITICAL THINKING ABILITIES
Full text linkCritical thinking skills are essential for addressing 21st-century challenges, which requires a learning model that can optimally engage students' cognitive abilities. This study aims to examine the improvement of students' critical mathematical thinking skills (KBKM) through learning that utilizes the Problem-Based Learning (PBL) and Discovery Learning models, based on the students' skill levels. The method used in this study is a mixed-method approach with a sequential explanatory design. In the quantitative phase, quasi-experimental research was conducted with a one-group pretest-posttest design, ANOVA, and a 3x2 factorial design. In the qualitative phase, an embedded concurrent strategy was applied. The sample consisted of 72 grade VII students from State Junior High Schools in Cimahi City. The results revealed that the criteria had a significant effect on the critical mathematical thinking skills scores. The learning model also had a direct impact on improving these skills. Additionally, the study found that the average score of the high group was higher than that of the medium and low groups. In terms of learning models, Discovery Learning proved to be more effective in the learning process
ANALYSING INTEGER DIVISION KNOWLEDGE AND SKILLS IN PROSPECTIVE PRIMARY TEACHERS
No full textThis study aims to investigate prospective primary (MI) teachers’ knowledge of the sign of the division result of integers, their skills in illustrating the division model of integers, and their ability to perform integer division operations. This study comprehensively describes prospective MI teachers' work on integer division problems through a descriptive qualitative research approach. Data were collected using a test. The participants were considered to have received instruction on integer division material, thus preparing them to become teachers who understand the concept of integer division. They demonstrated the correct knowledge regarding the sign of the division result of integers. They illustrated the division models of integers in four categories: (1) unable to illustrate the division models of integers, (2) illustrating integer division models incorrectly, (3) illustrating integer division models correctly but without demonstrating their understanding, and (4) illustrating integer division models correctly and understandably. The skills of the MI teachers in performing integer division included using downward division by separating integer signs correctly, using downward division by attaching integer signs correctly, using downward division by attaching integer signs incorrectly, and not explaining any methods for operating with integers. This study's results can serve as a basis for improving the learning process, curriculum, and training programs for prospective MI teachers.This study aims to investigate prospective primary (MI) teachers’ knowledge of the sign of the division result of integers, their skills in illustrating the division model of integers, and their ability to perform integer division operations. This study comprehensively describes prospective MI teachers' work on integer division problems through a descriptive qualitative research approach. Data were collected using a test. The participants were considered to have received instruction on integer division material, thus preparing them to become teachers who understand the concept of integer division. They demonstrated the correct knowledge regarding the sign of the division result of integers. They illustrated the division models of integers in four categories: (1) unable to illustrate the division models of integers, (2) illustrating integer division models incorrectly, (3) illustrating integer division models correctly but without demonstrating their understanding, and (4) illustrating integer division models correctly and understandably. The skills of the MI teachers in performing integer division included using downward division by separating integer signs correctly, using downward division by attaching integer signs correctly, using downward division by attaching integer signs incorrectly, and not explaining any methods for operating with integers. This study's results can serve as a basis for improving the learning process, curriculum, and training programs for prospective MI teachers
ENHANCING HIGH SCHOOL STUDENTS' NUMERACY SKILLS IN 3D POSITIONING THROUGH AUGMENTED REALITY
No full textThis study explores a learning trajectory to teach three-dimensional positioning using augmented reality (AR) and assesses students' numeracy literacy skills after using AR-based learning. The research follows a three-stage design research approach: preparation, the design experiment (split into pilot and teaching phases), and retrospective analysis. The study incorporates three AR-based activities in a student worksheet. In the first activity, students observe the AR simulation of a futsal field to identify spatial elements. In the second, they interact with the AR to determine positions in three-dimensional space. In the third, students solve related spatial problems, applying their numeracy skills. The AR-based design aims to enhance students' understanding of three-dimensional positioning for Grade XII high school students and assess improvements in their numeracy literacy through these interactive, structured activities