Systematic Literature Review: Kemampuan Pemodelan Matematika Siswa SMP

Differences in stress levels between junior high school students and college students during online learning

Augmented Reality (AR) is one of the technologies used in Indonesian junior high school mathematics learning. This study aims to conduct a systematic literature review on the use of AR and its influence on mathematical thinking skills at the junior high school level from 2020 to 2024. Mathematical thinking skills in this study are focused on students' problem-solving skills, reasoning skills, creative thinking skills, and critical thinking skills The Systematic Literature Review method is used by reviewing, analyzing, and synthesizing findings from 11 previous empirical studies on augmented reality articles at the junior high school level related to mathematical abilities (problem solving, reasoning, creative thinking, or critical thinking) conducted in Indonesia, sourced from the Google Scholar database (indexed Sinta 1 to Sinta 3) and Scopus (articles and proceedings) published in 2020-2024, in English or Indonesian, and full-text articles are available. This study found that researchers have used various methods to investigate AR in junior high school mathematics education, with quasi-experimental designs, often involving control groups, being the most common. Geometry emerged as the most frequently studied topic. AR-based instruction has been shown to improve junior high school students' mathematical skills in Indonesia, demonstrating a significant impact on academic achievement and critical thinking compared to traditional methods, while also enhancing reasoning and problem-solving abilities. The potential challenges of integrating augmented reality into junior high school mathematics instruction include the need for sufficient technological devices, teachers' technological competencies, and effective learning time management.

A Longitudinal Study of Learning Engagement of Math and Science Gifted Students in Junior and Senior High School

This study was to investigate the relationship between metacognition and the mathematical modeling skills of high school students, as well as the mediating role of computational thinking. A cluster sampling method was adopted to investigate 661 high school students, using the metacognition scale, computational thinking scale, and mathematical modeling skill test questions. The results showed that metacognitive knowledge and metacognitive monitoring had a direct and positive correlation with high school students' mathematical modeling skills. Additionally, the critical thinking dimension of computational thinking mediated the relationship between metacognitive knowledge, experience, monitoring, and mathematical modeling skills. These findings indicated that sufficient metacognition could improve the critical thinking of high school students' computational thinking and enhance their mathematical modeling skills.

The Psychological Impact of the COVID-19 Pandemic on Teenagers in China

Mathematical modeling is the process of solving a problem in the real world by simplifying it into mathematical form. Mathematical modeling skills are very useful for students in developing knowledge and deepening their concepts. In learning, this ability is needed in solving contextual problems. However, many students have difficulty in simplifying problems into mathematical models, especially in the material of the Two-Variable Linear Equation System (SPLDV). Applying the Problem Based Learning model is one of the efforts to improve students' mathematical modeling skills. This research uses a quantitative approach and uses a Pre-Experimental Design type of One-Group Pretest-Posttest Design. This study involved all VIII grade students in one of the schools in Aceh Besar. 31 students were selected as samples, and random sampling technique was used. . The instrument in this study was a test question on mathematical modeling ability. Furthermore, one-party t-test was used to analyze the data obtained. The results showed that the Problem Based Learning model improved students' mathematical modeling skills on SPLDV material. It is important for teachers to continue to hone students' modeling skills by getting students used to solving everyday problems using mathematical models so as to improve students' mathematical modeling skills. Improving students' modeling skills is one of the strategies to develop students' mathematical problem solving skills which are the foundation of meaningful learning.

Mathematical problem-posing and modeling are essential skills in developing students' analytical thinking and problem-solving abilities. This study aims to examine correlation between 9th-grade students' problem-posing and mathematical modeling skills within the learning domain of numbers and algebra. Additionally, it evaluates students' mathematical modeling skills in relation to their 8th-grade mathematics scores from the Upper-secondary Entrance Examination (LGS). The research employs a quantitative approach, utilizing the relational survey technique. The study sample consists of 24 ninth-grade students from a private Upper-secondary school affiliated with the Ministry of National Education of the Republic of Turkey, selected through an accessible sampling method. The data were obtained from the students' examination results, problem-posing activities, and mathematical modeling questions. The data were examined using t-tests, Kruskal-Wallis tests, correlation analysis, and regression analysis. The findings indicated a significant relationship between ninth-grade students' problem-solving skills and mathematical modeling abilities. This relationship was found to be positive and moderate. The simple regression analysis of correlation between the two skills showed that the scores obtained from the problem-posing activities significantly predicted the scores obtained from the mathematical modeling questions. It was observed that problem-solving skills positively influenced mathematical modeling skills. In addition, it was concluded that there was no significant difference between students' LGS mathematics scores and their mathematical modeling skills, and that students with different mathematics score ranges showed similar performance in modeling questions. As a result, this study offers practical suggestions for improving education from the perspective of STEM education and 21st century skills. Keywords: mathematics education, STEM education, algebraic thinking, problem-posing, mathematical modeling

The purpose of this study is to describe the effect of Outdoor Learning Math using GPS-based mobile technology-assisted math traces on students' problem solving and mathematical communication skills, describe the effect of Outdoor Learning Math using GPS-based mobile technology-assisted math traces on problem solving skills, and describe the effect of Outdoor Learning Math using GPS-based mobile technology-assisted math traces on students' mathematical communication skills. This type of research is Quasi Experimental using Nonequivalent Control Group Design. This research was conducted at SMP Negeri 1 Malinau, North Kalimantan City with 60 students from two 9th grade classes. The instruments used in this study were descriptive test questions of problem solving ability, mathematical communication and observation sheets for the implementation of Outdoor Learning Math learning activities using GPS-based mobile technology-assisted math traces. The results showed that there was an effect of Outdoor Learning Math using GPS-based mobile technology-assisted math traces on students' problem solving and mathematical communication skills together, there was no effect of Outdoor Learning Math using mobile technology-assisted math traces on problem solving skills, and there was no effect of Outdoor Learning Math using GPS-based mobile technology-assisted math traces on mathematical communication skills. Therefore, for future researchers to expand the scope of materials such as geometry, statistics and probability, algebra, arithmetic and add student motivation variables.

<span lang="EN-AU">This research aims to measure the truth level of the perception of the students on the physical education concept, and to figure out the difference perception between male and female students at the junior high school and vocational high school levels. Method used is survey with the use of closed inventory questionnaire. This study is conducted on two populations, that are 3700 students of X class at Vocational High School in the Regency of Banyuwangi and </span><span lang="EN-AU">750 students of VIII class at Junior High School in the Regency of Pacitan. </span><span lang="EN-AU">Study sample is taken by purposive so that it is obtained 370 vocational high school students and 150 junior high school students. Data analysis technique uses descriptive statistics to figure out the percentage of correct and wrong perception; and to test difference perception between male and female students is used t-Test parametric statistics and Mann Whitney u-Test<em> </em>non-parametric. Research results show that the truth level of the junior high school students’ perception on the education concept is in the very good category, while at the vocational high school level it is in the good category; there is difference perception on students at vocational high school level, while at the junior high school level there is no difference perception.</span>

ObjectivesPrioritizing adolescent idiopathic scoliosis (AIS) prevention over treatment is crucial, especially in countries like China where students are heavily focused on academics. Little research combines the educational characteristics of junior and senior high school students in China to explore factors contributing to AIS. Our aim was to investigate the correlation between performance indicators and potential AIS determine differences between junior and senior high school students.MethodWe conducted a general investigation of potential AIS-related indicators in students attending a comprehensive school in the Yunnan Province. In total, 264 junior high school students and 501 senior high school students were surveyed. Both subjective and objective performance indicators as well as additional factors, such as extracurricular activities and schoolbag-related factors, were considered. The reliability and validity of the questionnaire were assessed, and all items pertaining to performance and other relevant factors were analyzed.ResultsThe proportion of senior high school students with a trunk rotation angle > 7° was higher than that of junior high school students (5.59% vs. 2.27%). Junior high school students were more affected by the weight of their schoolbags than senior high school students (35.98% vs. 27.74%). In contrast, senior high school students had more abnormal postures than junior high school students (28.03% vs. 38.32%). The frequency of extracurricular activities was significantly lower in senior high school students than in junior high school students, particularly among students with a trunk rotation angle of > 5° or > 7°. The questionnaire results indicated that the survey model was suitable. Significant correlations were found between schoolbag-related issues, growth-related concerns, abnormal posture, and abnormal lifestyle. Abnormal lifestyle was found to have a potential impact on abnormal sensations, whereas abnormal pain was influenced by abnormal posture, lifestyle, and sensation.ConclusionsOur questionnaire captured the distinct attributes of junior and senior high school students in a Chinese province regarding potential Adolescent Idiopathic Scoliosis (AIS). Junior high school students are more affected by schoolbag weight, while senior high school students exhibit more abnormal postures. The frequency of extracurricular activities shows an inverse relationship with both heavy schoolbag weight and abnormal postures. Increasing the frequency of extracurricular activities and addressing abnormal habits may help prevent the onset of AIS in students experiencing high levels of academic stress.

Improving students' mathematical competence such as problem-solving skills, mathematical communication, reasoning, and others can use the Problem Based Learning model. This study aims to analyze the impact of the Problem Based Learning model in improving the mathematical competence of students from primary school, junior high, and senior high school levels. The research method used is Systematic Literature Review (SLR). The sample comprises 17 research results on the PBL model in improving students' mathematical competence (concept understanding, problem-solving, and communication skills). The sample comes from indexed journals from the period 2012-2019. The key research question is how PBL influences students' mathematical competence based on the year of school, level of study, research location, and sample size. The SLR method can find an increase in the number of eight-year studies. The results showed that communication skills and understanding of mathematical concepts dominated research results in improving mathematical abilities through problem-based learning models. Most of the research was conducted at the junior high school level outside Java, with a sample size of 30 people or more. Based on the results of the review, the study’s conclusion proves the influence of the Problem Based Learning (PBL) model on students' mathematical competence.

This article describes mathematical problem solving and critical thinking skills and examines the relationship between junior high school students’ problem solving skills and critical thinking skills in learning mathematics. The research samples consisted of thirty-six students at the age of 13 to 14 having mathematical abilities on above average who were selected through purposive random sampling technique from one public junior high school of Yogyakarta. Data were obtained from tests of problem solving skills and critical thinking skills. Both instruments are essay questions. Quantitative analysis is used to determine level of problem solving skills, level of critical thinking skills, and relationship between them. The results revealed that the average of students’ problem solving skills and mathematical critical thinking skills was in the medium criteria where critical thinking skills were slightly higher than problem solving skills. Besides, the relationship between them belonged to medium category.

Assistance to da'wah activities on an ongoing basis will provide a complete understanding of the year process and da'wah conveying religious teachings carried out by religious leaders as well as Ustadz and Ustadzah to instill moral values for today's Millennial young generation. The da'wah process is usually carried out with a well-organized plan to be carried out so that the pattern of teaching religious guidance can be understood by the Ummah and the community as well as Junior High School (SMP) students in the special Central Jakarta area and DKI Jakarta in general. Assistance by making systematic planning to change the perspective and insight of da'wah activists when providing an understanding of well-defined religious teachings. The mentoring process by making plans for da'wah activists consisting of Ustadz and Ustadzah, as well as Islamic Religious Education Teachers at the junior high school level by providing virtual training and providing direct training materials even with the implementation of strict Health Protocols so that they can be applied easily by them when doing da'wah activities to realize the values of religious teachings to the Ummah and Society, as well as junior high school students. The results of the mentoring and training turned out to have made da'wah activists have good insights and could be applied among the people and society, as well as junior high school students virtually due to the pandemic situation. Every mentoring process by making good plans is still carried out so that the da'wah orientation can provide a good understanding for the people and the community as well as junior high school students.

Assistance to da'wah activities on an ongoing basis will provide a complete understanding of the year process and da'wah conveying religious teachings carried out by religious leaders as well as Ustadz and Ustadzah to instill moral values for today's Millennial young generation. The da'wah process is usually carried out with a well- organized plan to be carried out so that the pattern of teaching religious guidance can be understood by the Ummah and the community as well as Junior High School (SMP) students in the special Central Jakarta area and DKI Jakarta in general. Assistance by making systematic planning to change the perspective and insight of da'wah activists when providing an understanding of well-defined religious teachings. The mentoring process by making plans for da'wah activists consisting of Ustadz and Ustadzah, as well as Islamic Religious Education Teachers at the junior high school level by providing virtual training and providing direct training materials even with the implementation of strict Health Protocols so that they can be applied easily by them when doing da'wah activities to realize the values of religious teachings to the Ummah and Society, as well as junior high school students. The results of the mentoring and training turned out to have made da'wah activists have good insights and could be applied among the people and society, as well as junior high school students virtually due to the pandemic situation. Every mentoring process by making good plans is still carried out so that the da'wah orientation can provide a good understanding for the people and the community as well as junior high school students.

This study aims to evaluate the effect of interactive learning methods on improving hijaiyyah letter writing skills in junior high school students. Interactive learning methods are implemented through the use of educational technology, educational games, and collaboration between teachers and students. This research involved junior high school students as research subjects, by applying an experimental approach and a pretest-posttest control group design. During the research period, the experimental group was given learning using interactive methods. Meanwhile, the control group continued to follow conventional learning methods. The research instrument involved a hijaiyyah letter writing test before and after the intervention, as well as observations to observe interactions between teachers and students during the learning process. The results of data analysis show a significant increase in the skills of writing hijaiyyah letters in the experimental group compared to the control group. Interactive learning provides greater support for students in understanding and remembering letter shapes, increasing learning motivation, and creating a more enjoyable learning environment. This research contributes to the development of Islamic education at the junior high school level by emphasizing the importance of implementing interactive learning methods to improve skills in writing hijaiyyah letters. The practical implications of this research can help teachers and educational policy makers in designing learning strategies that are more effective and oriented towards student development.