Unnes Journal of Mathematics Education starting in 2024 migrates to better secure from various unwanted things, including journal hacking and so on. To submit, the author please visit the new website page of our journal at the link https://journal.unnes.ac.id/journals/ujme MIGRATION OFFICIAL STATEMENT HERE Unnes Journal of Mathematics Education is a peer-reviewed open access journal published thrice in a year {March, August and November}. The UJME facilitates a forum for researchers and professional on mathematics education to discuss their ideas in an online {e-ISSN 2460-5840} and a printed {p-ISSN 2252-6927 } version. Abstracting and Indexing: Dimensions, DOAJ, GARUDA, SINTA
Analysis of Critical Thinking Ability in Artificial Intelligence-Assisted Guided Inquiry Model Based on Mathematical Disposition
This research aims to analyze the quality of implementing the Guided Inquiry learning model assisted by Artificial Intelligence on students’ critical thinking abilities and to describe students' critical thinking abilities based on their mathematical disposition after being given the Guided Inquiry learning model assisted by Artificial Intelligence. This study employed a mixed-methods approach used a sequential explanatory design. The quantitative research involved a population of 10th-grade students at MA Annidlomiyah. The selected samples were class X B as the experimental group and class X A as the control group. Research instrument in the form of a test of mathematical critical thinking abilities, mathematical disposition questionnaires, an interview, and student worksheets with data analysis was used with IBM SPSS 16. The qualitative research described critical thinking abilities based on high, medium, and low mathematical dispositions. The research results show that 1) The quality of implementing the Guided Inquiry model assisted by Artificial Intelligence met valid criteria at the planning stage, achieved a very good category at the implementation stage, and fulfilled learning effectiveness at the evaluation stage of results. 2) The description of students' critical thinking abilities is as follows: (a) Students with a high mathematical disposition demonstrated very good critical thinking abilities and were able to meet all four indicators of critical thinking ability. (b) Students with a medium mathematical disposition had critical thinking abilities that were not as good as those with a high mathematical disposition. Most students only met two to three indicators of critical thinking ability. (c) For students with a low mathematical disposition, there were two differences in critical thinking ability observed in this study. Some met three indicators, while others only met one indicator.
Copyright (c) 2025 Unnes Journal of Mathematics Education
Ethnomathematical Exploration of Tegal Traditional Food as Source of Contextual Problems in Problem-Based Learning Model
This study aims to explore the ethnomathematical values found in traditional foods of Tegal and to identify their potential as alternative sources of contextual problems in mathematics learning based on Problem Based Learning (PBL). The research employed a qualitative approach with an ethnographic method through literature review and visual observation using secondary documentation. Data were collected from various written sources and relevant images, then analyzed to reveal the geometric shapes and mathematical concepts embedded within them. The exploration results indicate that six types of traditional Tegal foods, namely tahu aci, bogis poci, olos, alu-alu, kamir, and apem, possess geometric forms that can be linked to concepts of solid geometry, plane geometry, and algebra. These findings provide a foundation for designing contextual problems aligned with the principles of PBL, where students are presented with real-world problems, work collaboratively, and construct meaningful understanding. This study does not measure learning effectiveness but produces a thick description that can serve as a reference for teachers and curriculum developers in integrating local wisdom into mathematics learning.
Development of Digital Puzzle Based on Indonesian Traditional Houses as Virtual Manipulative Learning Media for Plane Geometry
The gap between the theory of plane geometry and real-life contexts occurs because the media often used only teach procedurally, resulting in weak conceptual understanding among students. Based on this, this research aims to develop a digital puzzle based on traditional houses that is suitable and practical for use as a virtual manipulative medium to bridge contextual understanding toward conceptual understanding. This research used a Research and Development (R&D) design and the 4-D model (define, design, develop, and disseminate) with interview guidelines and feasibility and practicality questionnaires as instruments, which were administered to 25 fourth-grade elementary school students. The results of validation by content and media experts indicate a very feasible category with feasibility percentages of 88% and 97.5%. This media is considered very practical to use, with a practicality percentage of 81.7%. These findings show that Digital Puzzle Media based on Traditional Houses is well-suited for teaching plane geometry in elementary school.
Development of STEM-Nuanced Mathematics Teaching Materials to Enhance Critical Thinking in the Challenge Based Learning Model
This research aims to develop STEM-based mathematics teaching materials in the Challenge-Based Learning model to enhance students' critical thinking. This research used the Research and Development method with the 4D model, but up to the development stage. The research was conducted at SMP Negeri 3 Karanganyar. The data collection techniques used were interviews, tests, and questionnaires. The purpose of this research is to produce a product that meets the feasibility, readability, effectiveness, and positive student response. The results showed that the average percentage of feasibility of the mathematics teaching materials developed was 91.34% which is very feasible. The results of the readability test, obtained Q = 6.0967, show teaching materials that are easy for students to understand. The mathematics teaching materials developed are effective in improving students' critical thinking skills because they meet the five research hypotheses. The average score of students' responses to the developed teaching materials is a very good criterion. Based on the results of the research, STEM-nuanced mathematics teaching material products were obtained to improve critical thinking in 94% the Challenge-Based Learning model, which is feasible, easy to understand, effective in improving students' critical thinking skills, and received a very good response. Similar research can be done by applying learning styles in depth and maximizing the use of Padlet media to be active in discussions to hone analysis and inference skills.
Exploration of the Implementation of Deep Learning Approach in Teaching Mathematics in Secondary Schools
This study explored how mathematics teachers interpret and implement deep learning approaches in classroom instruction and the challenges they encounter. Using a qualitative case study design, data were collected from five teachers through an open-ended online questionnaire and two in-depth interviews. Thematic analysis was conducted following the Miles, Huberman, and Saldaña framework. The findings revealed that teachers view deep learning as a student-centered approach that emphasizes conceptual understanding, critical thinking, and emotional engagement. Teachers employ various strategies such as group discussions, problem-based learning, contextual problem solving, discovery learning, open-ended math projects, game-based assessments, and the CORE model. However, challenges arose in tailoring strategies to meet diverse student needs, managing time constraints, and dealing with limited infrastructure. The study concludes that, although teachers value deep learning, its effective classroom application depends on stronger institutional support and flexible pedagogical models. These findings offer practical insights into how deep learning is interpreted and practiced in Indonesian mathematics classrooms.
Exploration of Ethnomathematics in Umpet Batu Game
Ethnomathematics is an interesting learning resource because it connects the surrounding culture with mathematical concepts. This research focuses on exploring ethnomathematics in one of the games from DKI Jakarta, namely the game of umpet batu. The ethnographic approach is used to reveal the mathematical concepts in the game of umpet batu with data collection techniques through observation, interviews, and documentation, then further discussion related to mathematical concepts with mathematics teachers who know the game of umpet batu. The results showed that the game of umpet batu has simple mathematical concepts, namely basic arithmetic, probability, and flat geometry at the elementary and junior high school levels in different phases. The existence of learning resources with traditional games can help students understand math concepts in a real form and can preserve the traditional game itself.
Students' Mathematical Critical Thinking Reviewed from Gregorc's Thinking Style in Flipped Classroom Learning Assisted by Google Site
Mathematical critical thinking is essential, especially for students. This study aims to describe students' mathematical critical thinking according to Facione, as reviewed from Gregorc's thinking style in Flipped Classroom learning assisted by Google Site. The research method used is qualitative descriptive. The subjects of this study were students in class X-D SMA Negeri 1 Padamara in Purbalingga who were selected using purposive sampling techniques, namely 2 students from each type of Gregorian thinking style, namely 2 Concrete Sequential (CS) students, 2 Abstract Sequential (AS) students, 2 Abstract Random (AR) students, and 2 Concrete Random (CR) students. The data collection techniques in this study are tests, questionnaires, interviews, observations, and documentation. The data analysis techniques used are data collection, data reduction, data presentation, and conclusion drawing. The results show that in Flipped Classroom learning assisted by Google Site, students' mathematical critical thinking varies based on Gregorc's thinking style. Concrete Sequential (CS) students can do interpretation and inference, not optimal in analysis and evaluation, and need to be explored in explanation. Abstract Sequential (AS) students can do interpretation, evaluation, inference, and explanation well, but they are not optimal in analysis. Abstract Random (AR) students can do interpretation and inference, but not optimally in analysis, evaluation, and explanation. Meanwhile, Concrete Random (CR) students can do interpretation and inference, which is not optimal in analysis, and need to be explored in evaluation and explanation. Flipped Classroom learning assisted by Google Site is expected to be applied in the classroom to help stimulate students' mathematical critical thinking.
From Perception to Error: A Study of Ghanaian Learners’ Errors in Solving Algebra Tasks
The nature of algebraic word problems can make such tasks daunting for learners, and this can be further exacerbated by factors including their perceptions. This study explored Ghanaian Junior High School learners’ perceptions of algebraic word problems, how these perceptions are reflected in their errors, and the factors influencing these perceptions and errors. A sequential explanatory mixed-method design was employed to collect data from 200 learners using a test, followed by semi-structured interviews with six learners: three high performers and three low performers. Stratified random sampling was used to recruit learners for the survey, while purposive sampling was applied in selecting learners for the interview. Data were analyzed using descriptive statistics and thematic analysis. The study found that many learners perceived algebraic word problems as “difficult,” “confusing,” or “tricky,” which lowered their confidence and willingness to engage with such tasks. These negative perceptions were closely linked to high rates of comprehension errors (misinterpreting unknowns, 77.5%), transformation errors (reversing subtraction order, 60.5%), and process skill errors (ignoring negative signs, 73.5%). Influential factors included inadequate individualized support from teachers, limited practice, unavailability of textbooks, and large class sizes. It is suggested that mathematics teachers use small-group learning to provide targeted attention and integrate algebraic word problems into daily lessons and assessments. Heads of schools should liaise with Parent-Associations (PAs) to provide adequate textbooks for learners and split classes into streams to reduce overcrowding.
Relational Thinking Test Instrument Analysis: Transition from Arithmetic to Algebra
Relational thinking, a cognitive approach bridging arithmetic thinking and algebraic thinking, has been developed by numerous researchers through mathematics learning processes to address students' difficulties in learning algebra. This study aims to develop a relational thinking test instrument for students and conduct both quantitative and qualitative analyses to measure relational thinking abilities in a valid and reliable manner. The research methodology adapts the development model proposed by Gall and Borg (2003) regarding the process of developing and validating products (test instruments), involving 64 seventh-grade students. Data analysis involved validity and reliability tests as well as analysis of students' written responses. The results indicate that the test instrument is valid (except for test item P8) and reliable, with a coefficient of α = 0.69 (high). Revisions were made to several items that were invalid or less valid based on quantitative and qualitative analysis. The revised instrument can be considered a good relational thinking test instrument, though it is recommended to support it with non-test results (such as interviews) to enhance accuracy and observe students' thinking consistency.
Reducing Math Anxiety and Strengthening STEM Pathways: A Conceptual-Pedagogical Approach
The development of skills among students in STEM fields is not only a pressing concern in countries like India and South Africa — it is a universal need. In an increasingly technology-driven world, building cognitive strength, attention capacity, and analytical reasoning from an early age has become a foundational requirement in education. While both India and South Africa have made progress in schooling, significant challenges remain, particularly in nurturing the critical thinking disposition among learners. This paper compares the two systems to observe visible gaps, especially in high school education, and examines how these gaps begin forming as early as childhood. The idea of learning through the body, particularly through the use of fingers, is explored with the support of Vedic mathematical techniques. A three-stage pedagogical approach is proposed, which not only introduces number concepts at an early age but also builds a bridge between the concrete and the abstract. This organic and tactile method reduces mathematics anxiety and fosters resilience. The Indian school system’s restriction on calculator use until Grade 12 is noted to preserve cognitive engagement, whereas early reliance on calculators in South Africa may unintentionally hinder analytical development. This paper ultimately suggests that using one’s own body as a natural learning tool not only improves numerical fluency but also cultivates a stronger critical thinking disposition, which is essential for solving the larger issue of STEM skill shortages in the future.
Students’ Mathematical Critical Thinking Ability Reviewed from Learning Motivation in Problem Based Learning Model Assisted by Google Sites
This study aims to analyze students' critical thinking skills through the Google Sites Problem Based Learning (PBL) model, both from the aspect of classical completeness and its superiority compared to conventional models, as well as the effect of learning motivation on critical thinking skills. Research also describes students' critical thinking skills based on the level of learning motivation. The method used is a mixture with sequential explanatory design, where the quantitative approach uses the post-test only control group design. The research population is all students of class VIII of SMP Negeri 26 Semarang, with samples of class VIII A as an experimental and VIII B group as a control group. Research instruments in the form of a test of mathematical critical thinking skills, learning motivation questionnaires, and interviews, with data analysis using IBM SPSS 22. The results show that the PBL model assisted by Google Sites reaches classical completeness and is more effective than conventional models. Learning motivation has an influence of 38.5% on critical thinking skills. Further analysis shows that students with high motivation meet all indicators of critical thinking abilities, students with motivation are superior to indicators of interpretation, analysis, and evaluation, while students with low motivation are only superior to indicators of interpretation and analysis. This finding confirms that the PBL model assisted by Google Sites is effective in improving the ability of students' mathematical critical thinking, with learning motivation as one of the main supporting factors.
Mathematical Communication Ability in SAVI Learning Model with Mathematics Board Game in terms of Mathematical Resilience
This study aims to examine the quality of SAVI learning model implementation with a board game on mathematical communication skills, analyze the effect of mathematical resilience on mathematical communication skills, and describe mathematical communication skills in terms of mathematical resilience. This study used a mixed method of sequential explanatory type. The population of this research was all seventh-grade students of SMPIT Nidaul Hikmah Salatiga. The results showed that the implementation of the SAVI learning model with a quality math board game improved mathematical communication skills. Students' mathematical resilience has a positive effect on their mathematical communication skills. Students with high mathematical resilience fulfill all indicators of mathematical communication. Medium resilience students met indicators 2 and 3, needed guidance for indicators 1 and 4, and had not yet met indicator 5. Low-resilience students are only able to achieve indicators 1 and 4 with guidance. A special case, a student with high resilience and a habitual background of studying for Olympiads, showed significant differences between verbal and written mathematical communication.
The Statistical Thinking Process of Senior High School Students in Solving Data Centralization Problems
This study aims to describe the statistical thinking process of high school students in solving mathematics problems. The method used was descriptive explorative with a qualitative approach, which was conducted at Maarif Lawang High School. The research subjects consisted of 24 students in class X MIPA who had taken statistics material. After being investigated, there were 3 out of 24 students who had solved the problem correctly. Based on the statistical thinking process, it can be grouped into two, namely the complete group and the incomplete group. One person in each group was taken as a group representative. Students completed the test with one data centralization problem. Written exams and in-depth interviews were the means of data collection. The data were next subjected to analysis using data reduction techniques, data display, and the drafting and verification of conclusions. Triangulation techniques were used to assess the veracity of the data. Based on the study's findings, Subject 1 accurately solved the problem and demonstrated proficiency in all four stages of the statistical thinking process: describing data presentation, organizing and reducing data, representing data, and analyzing and interpreting data. Although Subject 2 is capable of finding the proper solution, they are lacking in three key areas of statistical thinking: explaining the presentation of data, organizing and decreasing data, and expressing data.
Statistical Thinking; Problem Solving; Data Centering Problem.
Development of Learning Media Assisted by Geogebra and Interactive Games on Cone Material
The swift advancement of technology offers significant opportunities for the field of education. Technological progress serves as a tool to facilitate teaching and learning processes. One notable application is in the selection of learning media, which plays a crucial role in ensuring that educational activities align with current needs. The aim of this study is the researcher will develop learning media assisted by Geogebra and Interactive Games that are valid, practical, and effective on cone material. This study utilizes a research and development (R&D) approach, applying Thiagarajan’s 4-D model. The participants consisted of 26 students from class IX-B at the Laboratory Junior High School of Malang State University. The findings revealed that the media's validity scored an average of 80%, categorizing it as "Feasible," thus confirming its validity. Effectiveness was assessed by analyzing the test results of the 26 students, with an average score of 84, indicating strong effectiveness. Practicality was evaluated through a student feedback survey, which showed a practical rating of 80%. Based on these findings, the online interactive learning materials, utilizing GeoGebra and Construct 2 to create interactive games on cone volume, were deemed valid, practical, and effective, making them suitable for use in educational settings.
Analysis of Students' Creative Thinking Skills Viewed from Learning Styles in Problem-Based Learning Assisted by Nadhom Risalah Fi Ilmi Hisab
This study aims to analyze students' creative thinking skills on integer material viewed from their learning styles in problem-based learning assisted by Nadhom Risalah Fi Ilmi Hisab. This study employs a qualitative research approach. The research subjects consisted of 6 students of class VII C of SMP Tahfidh Ma’had Yasin in the 2024/2025 academic year, namely 2 students with visual learning styles, 2 students with auditory learning styles, and 2 students with kinesthetic learning styles. Data collection techniques include tests, questionnaires, and interviews, with instruments such as a creative thinking skills test, a learning style questionnaire, and interview guidelines. The results of the study show that students with a visual learning style successfully meet the indicators of flexibility, originality, and elaboration well but are still lacking in fluency. Students with an auditory learning style successfully meet the indicators of fluency, flexibility, originality, and elaboration well. Meanwhile, students with a kinesthetic learning style successfully meet the indicators of fluency, originality, and elaboration well but still fall short on flexibility.
Analysis of the Preliminary Study of Mathematical Communication Ability of Grade VII Students
This study aims to determine students' mathematical communication ability in solving mathematical problems. This was descriptive research. The research subjects comprised 32 students in class VII-I SMP Negeri 39 Semarang. Data collection consists of a written test and an interview. Written tests were conducted to measure the achievement of indicators of mathematical communication ability, and interviews were conducted to obtain more in-depth data from students regarding mathematical communication ability. The results showed that in the first indicator, namely the ability to write to explain ideas or solutions in their own language, students achieved the very good category with a percentage of 93.75%. The second indicator, the ability to describe an idea or solution in the form of a diagram, table, or graph, is in the sufficient category with a percentage of 62.5%. The third indicator, the ability to express problems into mathematical models, obtained a low category with a rate of 43.75%. The fourth indicator, the ability to identify known information, what is asked, and the completion step, is in the category of sufficient, with a percentage of 56.25%. Meanwhile, the fifth indicator, namely the ability to draw conclusions, is in the poor category with a rate of 37.5%. These findings indicate that although the ability to write mathematical ideas is excellent, improvements are still needed in the indicators of mathematical model preparation and the conclusions drawn.
Improving Numeracy Literacy Through the Integration of Challenge Based on Differentiated Learning with STEAM Based Website
Numeracy literacy is essential for 21st-century skills, yet student proficiency remains low. Improving it requires enhancing learning quality through digital innovation, contextual learning, and personalized approaches. Digital platforms offer flexible resources, while STEAM disciplines foster problem-solving skills. Challenge-Based Learning (CBL) provides contextual, project-oriented experiences, supported by differentiation strategies (visual, auditory, kinesthetic). The purpose of this research is to develop a STEAM-based website integrated with challenges based on differentiated learning which is very valid and very practical to improve students' numeracy literacy. This research method used Research and Development (R&D) method with ADDIE model, the research involved junior high students, collecting data via interviews and questionnaires. Results showed product is very valid (89.95% expert validation) and very practical (93.80% from practitioners, 93.16% from students). Thus, differentiated, CBL-STEAM learning can significantly improve learning quality and support broader educational goals.
Copyright (c) 2024 Unnes Journal of Mathematics Education
Integration of Challenge Based on STEM Learning Assisted by 2D Game Interactive Scratch to Numeracy Literacy
This research is development research of 2D games based on Scratch integrated challenge based on STEM context learning in the context of weather station. The aims of developing learning media which is feasible in terms of material and media, and has a positive response from students. The media will facilitate learners in interesting 2D visualization, various interactive activities, and presentation of contextual materials and problems around the elements of STEM context themed weather station. The challenge based on STEM context learning model used will train learners in constructing their knowledge independently so that it can encourage the improvement of learners' numeracy literacy skills. The research method in the form of Research and Development with the ADDIE model has been carried out by considering the material feasibility test, media feasibility test, and learner response assessment. The results of descriptive statistical analysis were conducted after the data were collected using a questionnaire. The results show that the media learning media is said to be feasible in terms of material with a percentage of 91.02% and feasible in terms of media with a percentage of 90.23%. The media fulfils average completeness, proportion completeness, and excellent N-Gain value at 0.77. The media has a positive response of 89.54% from students. Thus, the media is said to be feasible in terms of material and media, effective, and has a positive learner response to improve the numeracy literacy skills of students to boost PISA results so that the ideals of “Indonesia Emas 2045” can be achieved.
Exploration of Ethnomathematics in Traditional Javanese Cakes
Mathematical concepts are used to explore the existence of mathematics in Javanese culture, expecially in traditional Javanese food. Given the current research that discusses traditional Javanese food/cakes is very rare and there is still a lack of public knowledge about ethnomathematics. This study aims to explore the concept of geometry contained in traditional Javanese cakes. This study is qualitative research was conducted in Prapat Janji Village, Buntu Pane District. The instruments used are human instruments. Researchers communicate directly with the object of research and actively participate in data collection, both in literature studies, interviews, documentation, surveys, and observations. The results of this study showed that the traditional Javanese cake there is the concept of flat Geometry on Getuk (Rhombus), Wajik (Parallelogram), Serabi (Circle), Lupis (Triangle), Kue Lumpur (Cylinder), Lemper (Cylinder), Kue Jadah (Cube), Klepon (Sphere), Kue Lapis (Cuboid). Ethnomathematics in traditional Javanese cakes can be used as a source of learning mathematics geometry material.
Solving Bernoulli’s Equations Using Python: Enhancing Student Understanding Through Inquiry-Based Learning
This study explores using Python to solve Bernoulli’s equations with the goal of enhancing student understanding. Inquiry-Based Learning (IBL) is integrated into it. The research included second-year students majoring in mathematics from Srinakharinwirot University. The teaching approach began with an introduction to Bernoulli’s equations in theory. These equations were then converted into linear form and solved using Python programming. Among the practical tasks in which students took part were post-test assessments, group problem-solving, and pre-test evaluations. Group members used Bernoulli’s equations to real-world scientific problems including fluid mechanics and population dynamics using Python to generate solutions and present discoveries. Inquiry-based learning (IBL) principles were used in the study, where students posed questions, looked into problems, and assessed the solutions using Python. The results demonstrated a greater understanding of mathematical concepts as well as computational techniques. The decrease in standard deviation between the pre- and post-test data showed how well IBL and Python combine to foster critical thinking and practical problem-solving skills. This method has the potential to assist student teachers acquire computational abilities and a deeper understanding of mathematics, which will better prepare them for careers as teachers.
Digital Didactics Embedded in Ethnomathematics Assessment of Online Mathematics Instruction
Online and e-learning programmes have shifted the power bloc to the learner within their cultural settings. In a case study-based qualitative design, the researchers sampled 40 student-teachers to produce and laminate works of prominent women scientists’ contributions. The data was collected through observations and unstructured interviews. The items were coded on four 7-point Likert scales to represent the planning and design (satisfaction), teaching and learning (reflection), as and through learning (priority), formative assessment (quality), and assessment of virtual class (satisfaction). In qualitative content analysis, the medians predominantly pooled 6 while the modes pooled between 5 and 8 (multimodal). In cases where the median was greater than the mode, we had positive skewness and the reverse was negative skewness. The Spearman’s correlation coefficients showed that only one pair recorded strong positive correlation and two to three pairs recorded strong negative correlations. The chi-square tests for independence showed the null hypothesis was rejected to mean that there were associations among the variables. It was concluded that digital didactics was the central point for the design and use of teaching and learning. It was therefore concluded that digital didactics innovated mathematics instruction and learning.
Students’ Mathematical Problem Solving Ability Reviewed from Learning Motivation through Problem Based Learning Model Assisted by Nearpod
This research aims to determine whether students' mathematical problem solving abilities through Problem Based Learning model assisted by Nearpod achieve classical learning completeness and are better than students' mathematical problem solving abilities through Problem Based Learning model, determine the effect of learning motivation on the students' mathematical problem solving abilities through Problem Based Learning model assisted by Nearpod, and describe the students' mathematical problem solving abilities reviewed from learning motivation through Problem Based Learning model assisted by Nearpod. The research method used was mixed methods with sequential explanatory design. The population of this research was students of class XI SMA Negeri 3 Demak in the academic year 2022/2023. The research subjects were taken from the experimental group, two students each from the high, moderate, and low learning motivation categories. The research results showed that the students' mathematical problem solving abilities through Problem Based Learning model assisted by Nearpod achieved classical learning completeness, students' mathematical problem solving abilities through Problem Based Learning model assisted by Nearpod better than the students' mathematical problem solving abilities through Problem Based Learning model, and there is the effect of learning motivation on students' mathematical problem solving abilities through Problem Based Learning model assisted by Nearpod. Description of the mathematical problem solving abilities of subjects with high learning motivation tend to meet all indicators of mathematical problem solving abilities, subjects with moderate learning motivation tend to meet three indicators of mathematical problem solving abilities, and subjects with low learning motivation tend to meet two indicators of mathematical problem solving abilities.
Problem Based Learning Model Assisted by Nearpod
Mathematical Problem Solving Ability Reviewed from Habits of Mind Through Problem Based Learning Model Assisted with Wordwall Education Game
This study aims to test the effectiveness of the Problem Based Learning model assisted by Wordwall Education Game and describe mathematical problem solving skills when viewed from habits of mind. The research method used is a mixed method with the sequential explanatory model. The research population was all students of class VII of SMP Negeri 22 Semarang, the research samples were class VII G as the experimental class and VII H as the control class. The research subjects were students of class VII SMP N 22 Semarang consisting of 2 students based on each level of habits of mind. The results showed that the Problem Based Learning model assisted by Wordwall Education Game was effective on mathematical problem solving ability, namely students in the experimental class could achieve learning completeness, mathematical problem solving ability in the experimental class was better than the control class, and the proportion of students in the experimental class was better than the control class. Then the qualitative description shows that students who have a high level of habits of mind can fulfill all indicators of mathematical problem solving ability, students with a moderate level of habits of mind fulfill 3 indicators of mathematical problem solving ability, and students who have a low level of habits of mind do not fulfill all indicators of mathematical problem solving ability.
Is Learning Trajectory Necessary for Mathematics Junior High School Students’ Understanding Ability?
A learning trajectory (LT) is needed to help teachers prepare materials, methods, and strategies to achieve learning objectives, activities, and student expectations. Hence, the purpose of this study is to determine the necessity of the LT by providing evidence of the significance of learning trajectory in improving mathematics junior high school students' conceptual understanding abilities. This quantitative research used descriptive analysis and inference by using univariate and multivariate statistical analysis. The population in this study were eighth-grade students of Public Junior high school in Surakarta Indonesia. We chose 32 students as a sample subjected to the LT class, whereas 31 were subjected to the non-LT class. We analyze the mathematics concept student’s understanding ability and its components. With a confidence level of 95%, the results showed that the mathematics concept of junior high school student's understanding ability in LT classes was better than students' understanding of concepts in non-LT classes. The unique findings of this research are that students' understanding abilities in restating a concept and classifying objects according to certain properties of the concept are the same for both LT and non-LT classes. In non-LT classes, students' ability to develop necessary or sufficient conditions for a concept is better than in LT classes. Meanwhile, the understanding abilities of LT classes that are better than those in non-LT classes include giving examples and non-examples of a concept, presenting concepts in the form of mathematical representations, using and utilizing and selecting certain operating procedures, and applying concepts or algorithms to solutions.
GeoGebra-supported Learning Kit for Teaching Area of Trapezoid Based on TPMK Framework
The use of technology in education has expanded fast in the twenty-first century. The capacity to use technology in teaching materials has become a crucial talent for mathematics teachers, and it is a key topic in the current study. This is why, as a new teacher, you must be able to create ICT-based learning materials. This study aims to create an interactive mathematical learning media tool kit for teaching the area of trapezoid based on the TPMK framework and the GeoGebra dynamic mathematics program. This study was research and development (R&D) conducted with the Plomp development model. The designing stage is divided into two steps. In the first step, we created a model for developing a GeoGebra-supported teaching kit based on the TPMK framework originated from Shulman's (1986) stated in our theoretical foundation. In the second step, a concrete example of a task circumstance was created to demonstrate the model. This result shows that using GeoGebra dynamic mathematics software with a TPMK framework can help teachers explain abstract mathematics concepts to make them easier for students to understand.
Students' Mathematical Critical Thinking Ability in Term of Self-Confidence in CORE Model Learning with Open-Ended Approach
The study aimed to: (1) to examine the effect of grade VII students' self-confidence on their the mathematical critical thinking ability of grade VII students in the CORE learning model with an open-ended approach achieved classical completeness; (2) to examine the mathematical critical thinking ability of grade VII students in the CORE learning model with an open-ended approach achieved classical completeness; (3) to examine the average mathematical critical thinking ability of grade VII students in the CORE model with an open-ended approach to that in the PBL model; and (4) to describe the mathematical critical thinking ability of grade VII students based on their self-confidence levels in the CORE learning model with an open-ended approach. This research employed a mixed-methods approach with a sequential explanatory design. The sampling technique used was simple random sampling, while subject selection applied purposive sampling. Data were collected through tests of mathematical critical thinking ability, self-confidence questionnaires, and interviews. The results showed: (1) self-confidence positively influenced mathematical critical thinking ability by 39.1%; (2) the mathematical critical thinking ability of grade VII students in the CORE model with an open-ended approach reached 81.25% classical completeness; (3) the average mathematical critical thinking ability in the CORE model was better than in the PBL model; (4) students with high self-confidence demonstrated all four stages of mathematical critical thinking (clarification, assessment, inference, and strategy/tactics), students with medium self-confidence fulfilled two stages (clarification and assessment), and students with low self-confidence achieved only the clarification stage.
Ethnomathematics Exploration in the Process of Manufacturing Sidikalang Coffee Powder as a Source of Mathematics Learning
Mathematics plays an important role in various areas of daily life and helps develop logical, critical, and systematic thinking patterns, and problem-solving abilities. However, the mathematics learning process often experiences obstacles both from internal factors such as students' negative attitudes, low interest in learning, and weak motivation, as well as external factors such as lack of teacher focus and minimal family support. Ethnomathematics, namely mathematics integrated with local culture, has emerged as an effective method to help students understand mathematical concepts more easily and interestingly. This research was conducted on the process of making Sidikalang coffee at UD (trading business) Kopi Keke, Dairi, North Sumatra, which combines ethnomathematics with mathematics learning. Through qualitative methods with an ethnographic approach, this research identifies mathematical concepts contained in the six stages of coffee making, namely drying, pounding, roasting, grinding, packaging, and marketing. The research results show that this process includes the concepts of social arithmetic, calculation, time comparison, plane geometry, space geometry, and measurement so that it can support mathematics learning that is easy for students to understand.
Ethnomathematics Exploration of Malay Traditional Clothing Patterns in the Concept of Two-Dimensional Plane Figure
Ethnomathematics is a field that studies how people from different cultures understand, interpret, and use mathematical concepts. Traditional clothing is one of the cultural characteristics of the local community. The motifs on Malay traditional clothing depict symbols, ideas, and techniques of plane figures, often used intuitively by seamstresses. These motifs can be found in various Malay traditional garments and have a connection to ethnomathematics, particularly in measuring activities and mathematical concepts based on two dimensions. Therefore, the purpose of this study was to explore the elements and concepts of plane figures in Malay traditional clothing patterns through an ethnomathematics perspective. This research employs qualitative methods, with data collection conducted through observation, interviews, documentation, and literature review. The study was exploratory in nature, utilizing an ethnographic approach. The findings reveal that the motifs in Malay traditional clothing patterns, which include elements and concepts of two-dimensional shapes such as rhombuses, circles, triangles, and squares, can serve as a valuable learning resource for understanding two-dimensional geometry.
Development of Ethnomathematics-based Comics on Number Pattern Material
This study explains the steps in developing mathematical comics and the practicality of using comics in learning mathematics for junior high school students. The aim of this research is to create ethnomathematics-based comic learning media that focuses on number pattern material. The method in this research was the development method (Research and Development) with a 4D model (Define, Design, Develop, Disseminate). The research subjects were 28 class VIII junior high school students. Data collection techniques were carried out through interviews, observation, and questionnaires. The research results showed an average of 92.11% with a validity test score by material experts of 91.34%, while for media experts it was 95% and products that had been validated were then tested on students with results of 90%. Based on the assessment of instructional quality in trials with students, learning media was also stated to be in the very practical category, so that learning media can be used to help the mathematics learning process in schools.
The Differences in Coping with Stress Between Male and Female High School Students in Mathematics Learning
The phenomenon of students experiencing stress in learning mathematics is commonplace in this era of globalization. It is not uncommon for students to feel afraid when facing material or assignments presented by teachers at school. Therefore, this research aims to identify stress-coping strategies used by high school students in dealing with mathematics learning based on gender. This research uses descriptive quantitative methods. Data was obtained through a questionnaire containing 46 statement items, then distributed via Google Forms and statement sheets to students. The research respondents consisted of 89 students from tenth graders in one of the high schools in Tambun Selatan, Bekasi, West Java. Data analysis was carried out using the stress-coping percentage method. The research results show that both male and female students tend to use emotion-centered coping strategies, with a percentage of male respondents was 57% and female respondents had a percentage of 79%. Also, the coping strategy section that focuses on emotions tends more towards the sub-indicator of accepting responsibility with a percentage of 76% for male students and 78% for female students. It can be said that there is no difference between male and female students in solving a problem.