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Students views on STEAM-based mathematics learning
Full text linkThe 21st century demands educational approaches that align with technological advancements and societal needs. STEAM (Science, Technology, Engineering, Arts, and Mathematics) integrates multiple disciplines to foster critical thinking, creativity, communication, and collaboration in solving real-world problems. This study aims to explore ninth-grade students\u27 perceptions of STEAM-based mathematics learning at SMP Negeri 13 Palembang. A mixed-method approach was employed, involving 94 students aged 13–15 years through questionnaires and unstructured interviews. Quantitative data were analyzed using Likert scale scoring, while qualitative data were assessed descriptively. Results indicate that students generally understand the concept of STEAM but lack clarity regarding its learning models, benefits, and assessment techniques. Most students (70.68%) perceived STEAM-based mathematics learning positively, finding it engaging, beneficial for understanding and retaining concepts, and motivating for further learning. Additionally, integrating technology and arts in mathematics increased student interest and participation. The study concludes that STEAM-based learning can enhance the effectiveness of mathematics education by creating a more interactive and meaningful experience for students. This approach equips students with essential 21st-century skills, making it a relevant strategy for future educational practices. Further studies are recommended to assess its long-term impact on student achievement and engagement
The impact of high school students’ enthusiasm for game-based learning (GBL) on their enthusiasm for mathematics learning
Full text linkThe low interest of students in mathematics learning can negatively impact their academic performance. Game-based learning has been implemented to increase students\u27 interest and enthusiasm for studying mathematics. This study aims to analyze the impact of high school students\u27 enthusiasm for game-based learning on their enthusiasm for mathematics learning. The research uses a quantitative method through an online questionnaire distributed to 216 West Sumatra and North Sumatra high school students. Data were analyzed using binary logistic regression to understand the effect of game-based learning on students\u27 enthusiasm for mathematics. The results show that students\u27 enthusiasm for game-based learning through traditional and online games significantly influences their interest in mathematics learning, with a model accuracy rate of 90.7%. Additionally, the game-based learning approach boosts students\u27 interest and facilitates collaboration and critical thinking skills. This study concludes that game-based learning is an effective method for enhancing students\u27 enthusiasm for mathematics, and it is recommended that teachers integrate this approach into high school mathematics curricula
Exploration of high school students\u27 sentiments and emotions towards mathematics: Linked to learning outcomes
Full text linkMathematics research often focuses only on students\u27 learning outcomes without considering their emotional aspects. This study aims to describe the tendency of students\u27 sentiment toward mathematics in general and partially based on mathematics learning outcome groups, namely high, medium, and low. In addition, a mood analysis was conducted using Ekman\u27s Basic Emotion classification. Data collection techniques are questionnaires and documentation. The questionnaire contains open questions about students\u27 opinions on mathematics and closed to queries for student demographics. Documentation is done by collecting test scores from student grade books. This study used a descriptive method with data in the form of 72 comments from grade XI high school students in Bandung City, which were analyzed using the Orange Application Sentiment Analysis. The results of the study showed that (1) student sentiment was generally dominated by positive sentiment at 72.22%, (2) positive sentiment also dominated the groups of students with high, medium, and low learning outcomes, with a percentage of more than 68%, and (3) the results of the classification of emotions based on Ekman\u27s Basic Emotion indicated that "joy" was the most dominant emotion, while "anger" had the lowest frequency of occurrence. This study provides new insights regarding students\u27 emotional aspects in mathematics learning, which can be used to improve teaching strategies
Development of an interactive E-Module based on realistic mathematics education (RME) to enhance students\u27 mathematical reasoning skills on parallel lines and angles
Full text linkThis study aimed to develop an interactive e-module based on the RME approach, focusing on parallel lines and angles. The e-module was designed using a development studies approach with two main stages: preliminary and formative evaluation. These included self-evaluation, expert review, one-to-one trials, small group trials, and field tests. Data were collected through validation sheets, student response questionnaires, pretests, and posttests. The e-module was deemed valid and practical, with average validation scores from experts and students of 4.4 and 4.89, respectively. Furthermore, the effectiveness of the e-module was measured using T-Test and N-Gain analysis, which showed a significant improvement of 38% in students\u27 mathematical reasoning skills. The findings demonstrate that the RME-based interactive e-module is an effective teaching tool for enhancing mathematical reasoning skills, particularly on parallel lines and angles. This e-module provides an alternative solution for teachers to facilitate interactive, context-based, and independent learning, aligning with the demands of 21st-century education. Future research could explore integrating virtual laboratories or GeoGebra software into the e-module and applying it to other mathematical topics, such as angles in polygons
Developing problem-based learning worksheet of relations and functions topic to support students’ conceptual understanding
Full text linkThis research is qualitative research with design research methods and a development research type aiming to produce valid and practical worksheets on relational and functional materials based on problem-based learning (PBL) to support students\u27 conceptual understanding. The learning process is carried out in the classroom with learning activities, accompanied by a student\u27s worksheet, which consists of 2 questions. The subjects of this study were students of class VIII 10 of SMP Negeri 8 Palembang, with 6 students as the focus of the research. There are 2 stages in this research, namely: (1) preliminary stage and (2) prototyping stage (formative evaluation), which is divided into 5 stages, namely (1) self-evaluation, (2) expert review, (3) one to one, (4) small group and (5) field test. This research was conducted based on the learning system in schools with data collection techniques, namely walkthroughs, tests, interviews, and questionnaires, to be collected and analyzed qualitatively to see the validity and practicality of the worksheet. The results of this study will show that the worksheet that has been made is valid, as seen from the results of the expert review and practical validation sheets obtained from the questionnaire results, with an average of 84.03%, which is included in the valid and practical categories. The developed worksheet also supports understanding PBL-based concepts (Problem-Based Learning) in solving problems given in relation and function material, which can be seen from the overall student test results
Statistics education research integrated with Islamic studies (A study of validity and practicality of textbook development)
Full text linkThis research is based on the need for a textbook of educational research statistics that is suitable for use, while its availability has not been met. Therefore, this research is a development study with ADDIE design (analysis, design, development, implementation, and evaluation), which aims to develop and produce an Islamic integrated educational research statistics textbook that meets valid and practical criteria. The data in this study were collected using questionnaire techniques and validity and practicality questionnaire instruments. Development is first carried out before these two instruments are used to ensure their feasibility. The data that has been obtained is analyzed using the Aiken index formula related to the calculation of validity and percentage related to practicality. The results of this study can be summarized in two conclusions. First, the Islamic integrated educational research statistics textbook is at the "very valid" validity level. The Aiken index score is 0.9215. Second, the Islamic integrated educational research statistics textbook based on mathematical communication skills is at the "practical" level of practicality. The numerical validity value is 77.66%. The implication of the results of this study is the production of a textbook that is suitable for use and tested for its effectiveness in learning educational research statistics
Kemampuan Penalaran Matematis Siswa SMA Dalam Menyelesaikan Masalah Tiga Dimensi
No full textThe purpose of this study was to describe students\u27 high initial ability, moderate initial ability, and low initial ability mathematical reasoning abilities. The reality in the field shows that students\u27 mathematical reasoning skills in 3D materials are still low and still need to be improved. The subjects in this study were class XII students of SMKF Pekanbaru City totaling 32 students, Riau Province. The research method uses a qualitative descriptive approach. Data collection techniques using written tests, documentation, and interviews. Data analysis using qualitative descriptive analysis by preparing and organizing various kinds of student error data based on each indicator of mathematical reasoning. The results of the research on students\u27 mathematical reasoning ability on each indicator in order are; (1) Presents mathematical statements in pictures 83.3%; (2) Provide reasons or evidence for one or more solutions 55.6%; (3) Make a guess 61.1%; (4) Draw conclusions from statements 63.9%; (5) Checks the validity of an argument 73.6%; and (6) drawing conclusions from several statements 56.5%. The results of this study indicate that mathematical reasoning ability in 3D material in this study 4 indicators are still classified as low. while 2 of them are classified as high.Tujuan penelitian ini untuk mendeskripsikan kemampuan penalaran matematis siswa. Subjek dalam penelitian ini yaitu siswa kelas XII SMKF Kota Pekanbaru, Provinsi Riau. Metode penelitian menggunakan pendekatan deskriptif kualitatif. Teknik pengumpulan data menggunakan tes tertulis, dokumentasi dan wawancara. Analisis data meggunakan analisis deskriptif kualitatif dengan cara menyiapkan dan mengorganisir macam-macam data kesalahan siswa berdasarkan tiap indikator penalaran matematis sebagai bahan analisis. Dalam analisis ini, kemampuan penalaran matematis siswa diukur berdasarkan masing-masing indikator penalaran matematis. Hasil penelitian tentang kemampuan penalaran matematis siswa pada masing-masing indikatornya secara terurut; (1) menyajikan pernyataan matematika secara gambar 83,3%; (2) memberikan alasan atau bukti terhadap satu atau beberapa solusi 55,6%; (3) mengajukan dugaan 61,1%; (4) menarik kesimpulan dari pernyataan 63,9%; (5) memeriksa kesahihan suatu argumen 73,6%; dan (6) menarik kesimpulan dari beberapa pernyataan 56,5%. Hasil penelitian ini menunjukkan terdapat perbedaan kemampuan penalaran matematis antara siswa berkemampuan awal tinggi, berkemampuan awal sedang, dan berkemampuan awal rendah
Development of a HOTS-Based Mathematical Abstraction Ability Instrument in Trigonometry Using Riau Islands Province Culture
Full text linkThe lack of available assessment tools that effectively measure students\u27 ability to think abstractly in mathematics, particularly in trigonometry. Additionally, there is a need to incorporate local culture into the assessment instrument to make the content more relatable and relevant to students in Riau Islands Province. This study is a development study using the Define, Design, and Develop processes from the 4D development model that have been converted to 3D. 3 doctoral lecturers in mathematics education subsequently validate the instruments produced; they are modified in response to their feedback and recommendations. A team of 17 teachers and instructors of high school mathematics validated the results, followed by panelists\u27 validation. The content Validity Ratio (CVR) index value on the panelist\u27s validation of 25 items is greater equals to 0.765. The instrument has been tested on 20th-grade 10th high school students. The results show that the instrument can be used on a large scale, and the instrument with the cultural context of the Riau Islands Province enables students to break down complex problems into simpler components, identify relevant variables, and establish connections between them.
 
Numeration Literacy Of PGMI UIN Raden Intan Lampung Students In Solving Mathematical Problems
Full text linkThis study aims to describe the numeracy literacy skills of PGMI students at UIN Raden Intan Lampung in solving math problems. Referring to the results of international surveys, one of which is PISA, Indonesian students\u27 achievements are still below the global average score. Therefore, PGMI as one of the study programs, is expected to be able to produce qualified MI teachers. As prospective teachers, PGMI students must have the ability to think at a high level. The data obtained shows that the numeracy literacy skills of students still need to be analyzed further to determine the level of numeracy literacy skills. The research method used is the qualitative descriptive analysis method. The instruments used were descriptive tests and interviews. Data analysis used in this study uses the following steps: Data Reduction, Data Display, and Verification. The subjects in this study were 91 PGMI students in the class of 2020. The results showed that the numeracy skills of PGMI UIN Raden Intan Lampung class 2020 students in solving math problems were sufficient. This is shown in the research results that only 22.09% of students can use various kinds of numbers and symbols in the first indicator, 13.08% of students can analyze information displayed in various forms in the second indicator, and only 4.36% can interpret all analysis questions to make the right decision in the third indicator.This study aims to describe the numeracy literacy skills of PGMI UIN Raden Intan Lampung students in solving mathematical problems. The research method is a qualitative descriptive analysis method. The instrument used to collect data is a description test on number pattern material. The subjects in this study were 91 PGMI students class of 2020. The results showed that the numeracy skills of PGMI UIN Raden Intan Lampung students class of 2020 in solving mathematical problems were sufficient to use various kinds of numbers or symbols to solve problems in everyday life and analyze information displayed in various forms such as graphs, tables, charts, diagrams and so on. This is shown in the results that only 22.09% of students are able to use various kinds of numbers and symbols in the first indicator, 13.08% of students are able to analyze the information displayed in various forms in the second indicator and only 4.36% have the ability to interpret all analysis questions to make the right decisions on the third indicator
Research on spatial reasoning in mathematics education: Trend and opportunity
Full text linkSpatial thinking is important in learning Science, Technology, Engineering, and Mathematics. Numerous studies about spatial ability in various fields like mathematics, neuroscience and phycologist considered various factors such as gender, age, or demography. However, a few studies are still about enhancing spatial ability in the context of mediated pedagogies. This study aims to describe spatial research on mathematics education, especially related to the intervention or learning design of spatial reasoning. A bibliometric study is employed to determine the research trend of spatial reasoning, especially related to teaching practice. The review follows a structured design consisting of several stages of the PRISMA method. From 652 documents about spatial in mathematics education gathered from the Scopus data, it is reduced to 40 documents regarding spatial reasoning in mathematics education. Further, only 19 documents about intervention and practice in enhancing spatial reasoning exist. This study may benefit researchers in mathematics education by showing the development and trend of spatial reasoning research and suggesting new directions for future research