Mathematical Connection Research in Indonesia: A Bibliometric Study (2020–2025)

The objectives of this study are to investigate: (1) The diffrences of improving students’ mathematical communication ability in contextual learning and cooperative learning type STAD at SMP Al-Washliyah 8 Medan, (2) The diffrences of improving students’ mathematical connection ability in contextual learning and cooperative learning type STAD at SMP Al-Washliyah 8 Medan This study is an experimental research there were six classes of Grade VII, the samples were taken two classes randomly. The first class was treated by using contextual learning and the second class was treated by using cooperative learning type STAD. The instruments which were used; Mathematical Communication ability test, and Mathematical Connection ability test. The instruments were eligible content validity and reliability about 0,81 and 0,82 to mathematical commmunication and connection ability. The Data analyzed by appling multivariate analysis (MANOVA). The results reveal that this study, generally the students were treated by contextual learning are better than the students were treated by cooperative learning type STAD. Based on the study, the reseacher suggested (1) Contextual learning in teaching mathemaics for improving students’mathematical communication and connection ability would become an alternative for applying innovative mathematical learning. (2) Students’activity through contextual learning categorized as either. This study is also expected to be useful for mathematics teacher to created good atmosphere and give a chance to the sudents for presenting their idea by themselves.

The research was conducted to determine the effect of contextual teaching and learning in improving students' mathematical connection ability through various previous research results. The method used is a meta-analysis with a quantitative approach. The research samples are the research articles in the form of theses, dissertations, and national journals and international journals that met predetermined criteria. The process of collecting data is conducted by following the prism flow. The data analysis technique is determining the effect size of each study using the standardized mean difference formula. Further statistics of the effect size used is the random effect model. The results of the analysis of the random-effect model show that from the various research results that have been analyzed, it is able to increase students' mathematical connection ability by 85% with very big categories. This indicates that the contextual teaching and learning model provides a huge contribution to the improvement of students' mathematical connection ability.

Students' mathematical abilities are still considered low due to the lack of students' mathematical connection abilities. One effort that can be done in overcoming the low ability of students' mathematical connections is to involve the culture around students in the learning process. This study aims to analyze students' mathematical connection ability through the application of learning strategies based on local wisdom a'bulo sibatang, assamaturu, mappesabbi and sipakatau. The research method used is a quantitative quasi-experimental type of nonequivalent control group design. Through purposive sampling technique, it was obtained class XI MIPA 3 (experimental class) and XI MIPA 1 (control class). The instrument used is a test to indicators of mathematical connection ability. The results showed an increase in indicator of mathematical connection ability in the experimental class, namely 88.52% indicator I, 85.35% indicator II and 83.87% indicator III. Meanwhile, in the control class applied problem-based learning strategies only got a score of 65%. Based on the results of the analysis, it can be concluded that local wisdom-based learning in the experimental class is able to improve students' mathematical connection ability better than the control class that applies problem-based learning.

This study aims to: 1) To find out whether the increase in mathematical connection abilities of students who get contextual learning is higher than students who get ordinary learning. 2) To find out whether the increase in mathematical communication skills of students who get contextual learning is higher than students who get ordinary learning. 3) To see whether there is an interaction between the learning approach used with the students 'initial abilities to the students' mathematical connection abilities. 4) To see whether there is an interaction between the learning approach used with students 'initial abilities to students' mathematical communication skills. The subjects in this study were students of class XII IPA-1 as an experimental class and students of class XII IPA-2 as a control class at SMA Negeri 1 Danau Paris. The results showed that: 1) Increased mathematical connection ability of students who received contextual learning was higher than students who obtained ordinary learning. 2) Improvement of mathematical communication skills of students who get contextual learning is higher than students who get ordinary learning. 3) There is no interaction between the learning approach and initial mathematical ability to improve students' mathematical connection abilities. 4) There is no interaction between learning approach and initial mathematical ability to improve students' mathematical communication skills. Keywords : mathematical connection skills, mathematical communication skills, contextual learning DOI: 10.7176/JEP/11-21-05 Publication date: July 31 st 2020

The purpose of this research is to analyze the ability of JUNIOR HIGH SCHOOL students ' mathematical connections in one school in Greenacres. The subject is grade VIII that add up to 34 people. Whereas the object of the research was the ability of mathematical connections students of class VIII. Data retrieval in this study using tests, i.e. tests essay material systems of Linear equations in two variables. Data analysis techniques used are descriptive statistical analysis. Data analysis of student learning math test results obtained that the ability of JUNIOR HIGH SCHOOL students ' mathematical connections subjected to one school in Cimahi still belongs to the very low percentage of 53.93%. Students who have the ability of mathematical connections with very high category only 4.9% of 34 students.The purpose of this research is to analyze the ability of JUNIOR HIGH SCHOOL students ' mathematical connections in one school in Greenacres. The subject is grade VIII that add up to 34 people. Whereas the object of the research was the ability of mathematical connections students of class VIII. Data retrieval in this study using tests, i.e. tests essay material systems of Linear equations in two variables. Data analysis techniques used are descriptive statistical analysis. Data analysis of student learning math test results obtained that the ability of JUNIOR HIGH SCHOOL students ' mathematical connections subjected to one school in Cimahi still belongs to the very low percentage of 53.93%. Students who have the ability of mathematical connections with very high category only 4.9% of 34 students.

Learning mathematics is related to the connection ability. The mathematical connection ability is needed by the students to connect each mathematical topic, the other learning subjects and daily problems. The personality types of sensing and intuiting is the ability to process information. Every student has a different in receiving and processing information. It is cause by personality type, which makes the mathematical internal connection ability of student different. The aim of the study is to describe student’s mathematical internal connection ability based on personality types of sensing and intuiting. This research used the qualitative method. Subject in this study were four students of class VII in Junior High School which selected using purposive sampling. The results obtained that the student with intuiting type has more mathematical internal connection ability than the student with sensing type. Based the result of the research, it can conclude that the student who can connect each concept in same topic in mathematics may not have the ability to connect each concept on the other topics. Most of the students were only implementing the formula taught at school. Students did not try to explore a concept to the other topic in mathematics.

This study aims to: 1) describe the mathematical connection ability viewed from high learning independence; 2) to describe students' mathematical connection ability viewed from moderate learning independence, 3) to describe students' mathematical connection ability viewed from low learning independence. This research method is a descriptive method with a qualitative research type. The subjects in this study were 30 students of grade VIII. The objects in this study were students' mathematical connection ability and learning independence on the Pythagorean theorem material. Data collection instruments in the form of written tests in the form of descriptions according to indicators of mathematical connection ability, learning independence questionnaires and interviews that have been tested with content validity, construct validity, reliability, level of difficulty and discriminatory power. The overall results of the study indicate that the level of learning independence and mathematical connection ability of grade VIII students at MTs Ushuludin Singkawang on the Pythagorean theorem material is in the moderate category. While specifically showing that: 1) for students' mathematical connection ability reviewed from high independence, the average category is medium, namely 2.33 with an average value of 77.7. 2) for students' mathematical connection ability reviewed from moderate learning independence, the average category is medium, namely 2.20 with an average value of 73.85. 3) for mathematical connection ability reviewed from low learning independence, the average category is medium, namely 2.37 with an average value of 79.16.

The main focus of this study was to explore the role of Social Studies education in mitigating climate challenges. The mixed method approach was employed to carry out this study. All the 154 Social Studies teachers in 79 public Junior High Schools (JHSs) from the Cape Coast Metropolis participated in the study. The researcher used questionnaire and semi-structured interview guide to collect information from these participants. Responses from the questionnaires were analysed using the Statistical Product for Service Solution (version 22.0) software and the outcomes were presented in the form of frequencies, percentages, means and standard deviation. The findings from the study indicate that the Social Studies curriculum at the senior high school level does not adequately cover climate related issues. Although Social Studies education focuses on the physical environment and helps to address environmental challenges, one would expect that the curriculum would make adequate provision for such a critical component of the environment, but this is not the case as the curriculum covers less environmental-related issues. Although Social Studies teachers are the front liners when it comes implementing climate-related issues in the Social Studies curriculum, they are not adequately equipped with the knowledge, skills and competencies required for effective transmission of same to learners. At best, some of the teachers had climate related knowledge from subjects other than social studies, the knowledge they had acquired was not sufficient enough for their effective application in the classroom. It was recommended that integration of more climate-related topics and issues in a transdisciplinary manner into the Social Studies and other related curricula such as science, citizenship education, geography and human rights education, at the various levels of education in Ghana would be of great help. Teacher education institutions that prepare Social Studies teachers at the various levels of higher education in Ghana such as the colleges of education and the universities should adequately include climate change related topics in their curricula. It is crucial to strengthen teachers’ and educators’ capacities to deliver accurate information, integrate local content, promote critical thinking about climate change and take action on climate change mitigation and adaptation. Keywords: Climate Change, Environmental, Integration, Pedagogies, Social Studies. DOI: 10.7176/JEP/12-14-06 Publication date: May 31 st 2021

Mathematics consists of a variety of topics requiring students to have the mathematical connection ability to link the concepts learned for a better understanding. This study aimed to identify students’ mathematical connection ability in the mathematics learning employing Contextual Teaching and Learning (CTL). It employed a mathematical connection ability test as instrument to achieve the objective. This study was conducted in a junior high school in Aceh Besar regency, Indonesia. The participant of this study were 23 Year 9 students. Students test results were then scored and compared to the indicators of the mathematical connection ability. The results showed that 17 students have poor mathematical connection ability, while the other six students have fair ability.

Based on TIMSS 2011 and PISA 2018, mathematical connection ability of Indonesian students has not been optimal. Some of questions in TIMSS and PISA measured the mathematical connections ability. Needed the instructional media to increase mathematical connection ability, such as puzzle and GeoGebra. In addition, gender also affects students' mathematical ability. This study aims to investigate differences in mathematical connection abilities between students who learning by puzzle and GeoGebra, investigate differences in mathematical connection abilities between male and female students, and investigate interactions between instructional media and gender. This research was a quasi-experiment which used nonequivalent control group design. The samples were students of class VIII-A and VIII-B in Junior High School of 1 Tangerang City. The instruments in this research consisted of test items, such as pretest and posttest. Hypotheses test through parametric test (ANOVA Two Tail). Based on ANOVA Two Tail-test result, showed that there is difference increase in mathematical connection ability students who learning by GeoGebra and puzzle. Then, there is no difference increase mathematical connections ability between male and female students. The factors of instructional media and gender do not equally affect the increase of mathematical connection ability.

The purpose of this study was to determine: 1) increasing mathematical connection abilities through a contextual approach. Educational science is a continuation of education. Education and Culture continues to carry out reforms and innovations in the field of education, one of which is curriculum renewal and innovation, namely the birth of the 2013 curriculum which is a shift in the development paradigm from the 20th century to the 21st century. Mathematics is one of the mandatory subjects in the 2013 curriculum which plays a very important role in improving human resources. Mathematical connection abilities are closely related to problem solving abilities which of course will help students to improve their mathematical connections, and vice versa. Therefore, it is very important that mathematical connection abilities to be able to improve students' mathematical connection abilities through contextual learning are a very appropriate choice. Johnson (2010:35) states that contextual learning and teaching involves students in important activities that help them relate academic lessons to the real-life contexts they face. Based on the results of research by experts, the average normalized gain score for mathematical connection abilities of students who were given contextual learning was higher than students who were given regular learning. The results of this study show that the average increase in the mathematical connection abilities of students who were given contextual learning was higher than that of students who were given regular learning.

The research aims to determine the influence of developing a discovery learning model on students' mathematical connection abilities in online mathematics and economics learning. This research was conducted at the Dwi Sakti Baturaja College of Economics. The research method used in this research is pre-experiment with a One Group Pretest-Posttest Design research design. The sample for this research consisted of 30 students. Data collection techniques use test techniques which are divided into pretest and posttest. The data processing technique uses t-test calculations with the SPSS 20 program. The research results show the influence of developing a discovery learning model on increasing students' mathematical connection abilities in online mathematics and economics courses at the Dwi Sakti Baturaja College of Economics. The average initial test score was 48.50, increasing from 37.00 to 85.50 in the final test. The test results show that the t count is 17.796 and the t-table (df 30 = 2.048). The t-count value (17.796)t-table (2.048). The results show that Ho is rejected and Ha is accepted. Thus, it can be said that the development of the discovery learning model influences students' mathematical connection abilities in online mathematics and economics learning. The results of the analysis show that the R square value of the correlation analysis between the development of the discovery learning model on students' mathematical connection abilities in online learning for mathematics economics courses is 71.50\%, which means that the contribution of developing the discovery learning model has a positive influence on students' mathematical connection abilities in online learning mathematics economy.

Several previous studies related to mathematical connection abilities and GeoGebra-assisted project-based learning models, but this research focuses on improving students' mathematical connection ability in the Integral Calculus course. This study examines the improvement of mathematical connection abilities through a project-based learning model assisted by GeoGebra. The research method used was a quasi-experimental design with a pretest-posttest nonequivalent multiple group design. The population is students of the Mathematics Education Study Program at the University in West Java, Indonesia. 1A and 1B students, which are used as samples. The technique of taking the research subject uses purposive sampling. The instrument consisted of a mathematical connection ability test with three essay questions. The test in this study used a pretest and posttest students' mathematical connection ability and the Group Embedded Figure Test (GEFT). The data analysis technique used an independent sample t-test and a two-way ANOVA test. The results showed that the improvement of students' mathematical connection ability who obtained the GeoGebra-assisted project-based learning model was better than students who obtained the project-based learning model. There is no interaction effect of learning models and cognitive styles on the achievement and improvement of students' mathematical connection abilities. The implication of this research is to provide significant changes in student learning habits in integral calculus courses to use technology and foster high self-regulated learning. This research has implications for universities implementing project-based learning models combined with other technology applications in other subjects.

To achieve learning goals, students from every level of education must be involved in learning experiences to develop their mathematical connection abilities. This research aims to discover more detailed pictures of students' mathematical connection abilities on indicators that they are still lacking. The type of research that will be used in this research is qualitative research with descriptive approach. This research will be carried out at SMP Negeri 11 Tanjungpinang using research subjects, namely 33 students in class VIII-I. However, researchers only described 9 of 33 students. Researchers collected data using mathematical connection test questions and student interviews and the data analysis technique used was the data analysis technique proposed by (Miles and Huberman in Angelina, M., & Effendi, K.N.S., 2021) which consists of data reduction, data presentation, and concluding with the results of the level of students' mathematical connection abilities consisting of 3 students in the high category, 5 students in the medium category and 25 students in the low category. Students who have high mathematical connection abilities can solve the problems given. Students who have moderate mathematical connection abilities tend to be able to solve problems even though there are errors in answering questions and incomplete writing of answer results. Students who have low mathematical connection abilities tend not to be able to solve problems to measure mathematical connections. When researchers researched this, researchers found that schools were still implementing the K-13 curriculum, where students were presented with learning material from teachers. This makes students rarely explore their abilities in connecting the lessons they have learned.

Contextual Teaching Learning (CTL) is a learning approach that can help teachers relate learning materials with students’ real-world situations and encourage them to make connections between their knowledge by the application in their life as members of the family and society. Mathematical connection ability includes finding the relationships between mathematics and its topics, mathematics and other subjects, and mathematics and daily life or the real world. The purposes of this study were (1) to know the difference in students’ mathematical connection ability before and after using CTL, (2) to know the difference in mathematical connection ability between male and female students, and (3) to know the effect of CTL on mathematical connection ability of VIII grade students of Junior High School in terms of gender. This study adopted a factorial design, a modified version of true experimental design. The subjects of the study were 34 students of class VIII-4 of SMP Negeri 3 Banda Aceh as experimental class without control class. The instrument of data collection was mathematical connection test. Data were analyzed using Analysis of Variance (ANOVA). The finding of the study shows that (1) there was a difference in students’ mathematical connection ability before and after using CTL, (2) there was no difference in mathematical connection ability between male and female students, and (3) there was a learning effect of CTL on mathematical connection ability of VIII grade students of Junior High School in terms of gender. The implications of this study demonstrate that learning mathematics with CTL approach was one of the efforts of teachers in teaching and learning activities in particular mathematics courses to improve male and female students' connection ability.