Comprehension Of Mathematical Concepts Research Articles

EFFECT OF BLENDED LEARNING EDUCATIONAL MODEL ON SECONDARY SCHOOL STUDENTS’ MATHEMATICS CONCEPTUAL UNDERSTANDING

The study was conducted to assess the effect of a blended learning educational model on grade ten students' mathematics conceptual understanding in Ethiopia. A non-equivalent pre-test and post-test quasi-experimental design was employed. Two intact classes from different schools were randomly selected and assigned to experimental (n=38) and comparison group (n=45). From the previous semester, students’ record book revealed that both groups have almost an equivalent mathematics performance. A one-way ANOVA and paired sample t-test were used to analyze the data. Moreover, to check the equivalence of the groups, the same pre-test was developed and administered. The result indicates that both groups were equivalent. The test covers tenth-grade topics relations and functions, polynomial functions, exponential functions, and logarithmic functions. The study shows that students instructed through the blended learning approach surpassed those taught via the conventional method in their comprehension of mathematical concepts. The one-way ANOVA statistical result revealed there is a notable disparity between groups with effect size of η2 =.269, which is a large effect size. Moreover, a paired sample t-test shows the experimental group showed a substantial mean difference of 14.327 with a very large effect size (d=1.016) when compared with the comparison group. Thus, the study shows that blended learning was more effective in improving mathematical conceptual understanding when compared with a conventional method of teaching. Based on the findings, the researcher recommends blended learning in mathematics education and suggests stakeholders and policymakers incorporate the model into the curriculum. Keywords: blended learning, conceptual understanding, educational model, lab rotation model, mathematical concept

When designer meets local culture: The promising learning trajectory on the surface area of polyhedron

Polyhedrons present a challenging topic in elementary geometry education. The Indonesian Realistic Mathematics Education (IRME) approach, when contextualized within the Bukit Sulap tourism area, offers a promising solution to this challenge. This study aims to design a learning trajectory for teaching the surface area of polyhedron using IRME in the context of Bukit Sulap tourism. Employing a research design with a validation study type, the study was conducted in three phases: preparation and design, experimental teaching, and retrospective analysis. The participants were 27 elementary school students from Lubuklinggau City, Indonesia. Data collection instruments included surface area problem-solving worksheets, video recordings of in-depth learning interviews, field notes, and observation sheets. The findings suggest that the Bukit Sulap tourism context significantly enhanced students' understanding of surface area problems, specifically those involving combinations of cuboids and cubes. Additionally, IRME effectively facilitated students' comprehension of abstract mathematical concepts, particularly the surface area formulas for cubes and cuboids. The study concludes that using the Bukit Sulap tourism park context as a starting point for teaching the surface area of polyhedron aligns well with the principles of IRME.

Analysis of students' mathematical communication skills in terms of learning styles

The purpose of this research is to obtain a description of the mathematical communication skills in terms of the learning styles of Grade XI TKR 3 students at SMK Negeri 1 Tanara for the 2023-2024 academic year. This research is qualitative in nature. Six subjects were selected, representing each learning style, from Grade XI TKR 3 students at SMK Negeri 1 Tanara, Tanara District, Serang Regency. The data collection techniques used were observation, interviews, documentation, and tests based on the indicators of mathematical communication skills, namely: (1) the ability to express mathematical symbols through everyday events, (2) the ability to determine the solution set by relating real objects to mathematical ideas, (3) the ability to explain mathematical problems related to elimination, (4) the ability to analyze mathematical problems related to substitution, and (5) the ability to evaluate mathematical thinking and strategies used in problems according to the observed object. The results showed that (1) subjects with a visual learning style have good mathematical concept comprehension on indicators 1, 2, 3, 4, and 5; (2) subjects with an auditory learning style have good mathematical communication on indicators 1, 2, and 5, but performed poorly on indicators 3 and 4; and (3) subjects with a kinesthetic learning style have good mathematical communication skills on indicators 1 and 2, but performed poorly on indicators 3, 4, and 5.

When religion meets mathematics: From mathematical anxiety to mathematical well-being for minority group student

The mission of positive psychology is to mitigate negative emotions while bolstering positive ones, thereby influencing student engagement in classroom learning activities, including mathematics. This study elucidates the Realistic Mathematics Education (RME) approach within the framework of Islamic teachings—specifically, inheritance law and charity—in the context of fractions and number operations. Its objective is to alleviate mathematics anxiety, a prevalent negative emotion, and enhance well-being during mathematical learning. Drawing upon flow theory from positive psychology, the research endeavors to optimize mathematical well-being by crafting appropriately challenging questions. Employing a descriptive qualitative methodology, the study focuses on an Indonesian mother and her ten-year-old son, residing in Uithoorn, Amsterdam, Netherlands, belonging to minority groups in ethnicity and identity, with religion being a significant aspect of their lives. Data collection involves observation, interviews, tests, and documentation, with analysis employing data reduction, presentation, triangulation, and verification techniques. The study utilizes socio-religious problems as a context, one of the characteristics of RME, such as inheritance division, to design mathematical challenges. The findings demonstrate a marked transition from math anxiety to math well-being, manifested through heightened enthusiasm and cheerfulness in learning mathematics, particularly by the mother. Noteworthy transformations include increased engagement, generous gestures towards the teacher, and frequent smiling, contrasting with previous instances of math anxiety during learning sessions. Furthermore, the results indicate that RME facilitates comprehension of mathematical concepts and fosters understanding of the intersection between mathematics and Islamic life among minority groups, as detailed in this article.

PENGGUNAAN PERMAINAN KARET GELANG DALAM PEMBELAJARAN MATEMATIKA REALISTIK MATERI BILANGAN

The purpose of this research is to determine the usefulness and effectiveness of real rubber band games for students in learning realistic mathematics with number material which is carried out on students in class 1 of elementary school or phase A at SD NEGERI 3 SIDIGEDE WELAHAN JEPARA, totaling 15 students so that they can learn mathematics. fun for students. The method used in the research is a qualitative descriptive method using observation and interviews as well as photo and video documentation techniques. The results of the research show that the use of rubber band games can be an effective method in helping grade 1 students to understand mathematical concepts, especially numbers and understanding addition and subtraction, in a fun and interactive way. The findings of the study indicate that the incorporation of rubber band games proves to be a highly effective educational approach for first-grade students. The games contribute significantly to the students' comprehension of mathematical concepts, with a specific emphasis on numbers, as well as fostering a deeper understanding of addition and subtraction operations. The interactive and enjoyable nature of the games ensures an engaging learning experience, demonstrating the potential of real rubber band games as a valuable method in elementary mathematics education.

Philosophy-Infused Culture-Based Learning Models In Mathematics Education

The aim of this research is to explore and leverage the synergistic relationship between the philosophy of mathematics education and culture-based learning models. It seeks to investigate how philosophical perspectives can inform and enrich the development and implementation of culture-based learning models in mathematics education. Additionally, it aims to examine how integrating philosophical underpinnings can deepen students' comprehension of mathematical concepts within diverse cultural frameworks. Reading the entire paper is essential for anyone interested in advancing the field of mathematics education with a focus on cultural integration. This research explores the intricate relationship between the philosophy of mathematics education and culture-based learning models, offering valuable insights into how philosophical perspectives can enrich teaching practices within diverse cultural contexts. Moreover, it outlines crucial future research agendas, emphasizing the need for cross-cultural studies to identify universal and context-specific approaches, as well as the importance of equipping mathematics educators with the necessary skills through professional development programs. Overall, the paper provides a comprehensive roadmap for educators, researchers, and policymakers to promote inclusive and culturally relevant mathematics education, making it a must-read for those dedicated to enhancing educational practices in a diverse world. In conclusion, the integration of cultural elements in mathematics education is a dynamic field with promising future agendas. Cross-cultural research and teacher professional development programs are essential components for advancing the inclusivity and effectiveness of mathematics education in diverse contexts. By addressing these agendas, we can foster a more equitable and culturally responsive approach to teaching and learning mathematics.

Enhancing Mathematical Learning Achievements for First-Grade Students at SDN Kebagusan 04 Pagi, South Jakarta Through Cooperative Learning Model Implementation

Mathematics is an abstract discipline that involves concepts and ideas derived from logical reasoning and practical applications in the real world. The objective of this study is to assess the academic achievements in mathematics, specifically in the area of basic flat shapes, among first-grade students at SDN Kebagusan 04 Pagi, located in South Jakarta. The study will utilize the cooperative learning method known as group investigation. The study will utilize the cooperative learning method known as group investigation, which is a specific type of cooperative learning model. This study employs a cyclical framework based on the Kemmis & McTaggart model, which comprises four stages: planning, implementation, observation, and reflection. The research findings indicated a rise in students' proficiency in mathematics. The mean scores of the students are as follows: pre-cycle 63.00, cycle I 66.00, and cycle II 82.00. Additionally, there was a rise in the proportion of students who attained the minimum level of completeness. Specifically, in the pre-cycle, 33.33% of students achieved this level, while in cycle I, the percentage increased to 40.00%, and in cycle II, it further rose to 80.00%. In conclusion, the implementation of the group investigation cooperative learning approach has the potential to enhance students' academic achievements and comprehension of mathematical concepts.

Enhancing Automated Scoring of Math Self-Explanation Quality Using LLM-Generated Datasets: A Semi-Supervised Approach

In the realm of mathematics education, self-explanation stands as a crucial learning mechanism, allowing learners to articulate their comprehension of intricate mathematical concepts and strategies. As digital learning platforms grow in prominence, there are mounting opportunities to collect and utilize mathematical self-explanations. However, these opportunities are met with challenges in automated evaluation. Automatic scoring of mathematical self-explanations is crucial for preprocessing tasks, including the categorization of learner responses, identification of common misconceptions, and the creation of tailored feedback and model solutions. Nevertheless, this task is hindered by the dearth of ample sample sets. Our research introduces a semi-supervised technique using the large language model (LLM), specifically its Japanese variant, to enrich datasets for the automated scoring of mathematical self-explanations. We rigorously evaluated the quality of self-explanations across five datasets, ranging from human-evaluated originals to ones devoid of original content. Our results show that combining LLM-based explanations with mathematical material significantly improves the model’s accuracy. Interestingly, there is an optimal limit to how many synthetic self-explanation data can benefit the system. Exceeding this limit does not further improve outcomes. This study thus highlights the need for careful consideration when integrating synthetic data into solutions, especially within the mathematics discipline.

Pengaruh Model Cooperative Learning Terhadap Peningkatan Pemahaman Konsep Matematika Dan Keaktifan Belajar

The aim of this study is to examine the effect of a cooperative learning model on improving the understanding of mathematical concepts and fostering greater engagement in learning among fourth-grade students at SDN Gebang Raya 2, Tangerang Regency. The type of research used was quasi-experimental design. The study's population consists of 83 students with sample size of 56 students. The data analysis for this study involved the utilization of both the t-test and MANOVA test, facilitated by the SPSS 23.0 software for Windows. The hypothesis testing conducted in this study to assess the effect of the cooperative learning model on learning engagement yielded a p-value, or significance value, of 0.000 (p < 0.005). Additionally, when evaluating the influence of the cooperative learning model on both the comprehension of mathematical concepts and learning engagement, the resulting p-value was also 0.000 (p < 0.005). The conclusion of this study is that there is an effect of the cooperative learning model towards the student's understanding of mathematical concepts and their engagement in learning in Gebang Raya 2 Elementary School.

Analysis of The Ability to Understand Mathematical Concepts of High School Students in Class X on Vector Material

The purpose of this study is to produce a study of the ability to understand mathematical concepts of Class X students on Vector material. This study uses a qualitative approach with a descriptive type of research. The subjects of this study were students of Class X MIA2 Christian High School 2 Soe even semester of the 2021/2022 school year as many as 30 people. Data collection techniques using mathematical concept comprehension ability tests, semi-structured interviews, and documentation. The data analysis technique follows the Miles and Huberman model with a validity test of data using the triangulation technique. The results showed that that the ability to understand mathematical concepts of students is still relatively low with the median age being 55.56%. The results of the Student Work analysis showed that there were students who did not understand the concept and used it in solving problems, students who mistakenly in choosing and applied algorithms, incorrectly restated concepts, and associated various mathematical concepts internally and externally. Some students are also still in a hurry to work on the problem, less thorough reading and understanding of the problem, resulting in students making mistakes in solving the problem

Exploring the World of Plane Shapes: A Study on Fourth-Grade Students' Comprehension of Mathematical Concepts

This research investigates the mathematical understanding of fourth-grade students on plane materials using interactive multimedia. Qualitative methods and a descriptive approach are applied to students at MI Ar Rahmah, Bengle Village, Majalaya, during the academic year 2020/2021. Sampling and mathematical comprehension tests are conducted on rectangular and triangular plane materials. The results reveal three levels of understanding: high (47%), medium (21%), and low (32%). The analysis shows that high and medium-level students fulfill indicators with errors, while low-level students only meet the concept application indicator. Student interviews uncover difficulties in grasping concepts, including recognizing objects and modeling mathematical statements. Hence, improved teaching methods are needed to enhance students' mathematical understanding, particularly in plane materials. Further research is recommended to explore effective strategies for reducing mathematical anxiety and enhancing students' conceptual understanding.

The Efficacy of Translanguaging in Selected South African Mathematics and Science Intermediate Phase Classrooms

The 2015 TIMSS and 2021 PIRLS results show the underachievement of our learners in reading comprehension, mathematics and science. Analysts of both assessments suggest the low performance is caused, chiefly, by the misalignment between learners’ home languages and the language of instruction. Even though today’s classrooms have become more and more culturally and linguistically diverse resulting in the majority of learners entering the classroom with a home language different from the language of instruction, the teaching of such learners still follows a monolingual trajectory. This has resulted in a drop- in the number of primary school learners exhibiting basic mathematics and scientific literacy in South Africa. Through semi-systemic review, the current study sought to explore the role language plays in concept comprehension among learners as well as examining the efficacy of translanguaging in mathematics and science classrooms. Eight studies were reviewed and results suggest that proficiency in the language of instruction plays a crucial role in comprehension of scientific and mathematical concepts. The study also shows the efficacy of translanguaging in enhancing the academic performance of learners and recommends the use of translanguaging within multilingual contexts.

Pengaruh Model Pembelajaran Guided Inquiry terhadap Kemampuan Pemahaman Konsep Matematis Siswa Kelas X SMAN 2 Rambah Hilir

The student's ability to comprehend mathematical concepts remains a primary concern that needs improvement. This issue often arises due to the dominant role of teachers in the learning process, which can lead students to become passive. This research investigates the impact of using the Guided Inquiry instructional model on students' mathematical concept comprehension. The research method employed is quasi-experimental, involving 10th-grade students at SMAN 2 Rambah Hilir as the population. Sample selection was done using the simple random sampling method, resulting in two student groups: class X.B as the control group and class X.E as the experimental group. Data were collected through a specially designed test technique to measure students' mathematical concept comprehension. The test instrument underwent validation, difficulty level analysis, discrimination power assessment, and reliability analysis. Data analysis was performed using the Mann-Whitney statistical test, yielding a calculated zscore of 4.67, while the critical ztable value was 1.96. These results indicate that the calculated zscore > critical ztable value indicates a significant positive impact of implementing the Guided Inquiry model on the mathematical concept comprehension of 10th-grade students at SMAN 2 Rambah Hilir.

Implementation of problem-based learning models to improve understanding of mathematics concepts at Al-Hassan high school

The purpose of this study was to find out the application of the Problem Based Learning learning model in increasing students' understanding of mathematical concepts in learning Mathematics on the material of a two-variable linear equation system in class X IPA SMA AL-HASSAN BALIKPAPAN. The implementation of this research was through a cyclical review process consisting of four stages, namely planning, action, observation, and reflection. Procedure This research was carried out in two cycles, namely the first cycle and the second cycle. Each cycle consists of 4 meetings. In this study, the subjects in this study were students of class X with a total of 20 students consisting of 9 male students and 11 female students. Data collection in this study was carried out by tests, documentation and observation. Data analysis was carried out by classifying student data, presenting data, interpreting data, and concluding. Based on the results of the study, several conclusions can be drawn to answer the question that the PBL learning model can improve students' mathematical concept comprehension tests in Class X IPA SMA AL-Hassan Balikpapan. This is based on the results of the test for understanding the mathematical concept of the two-variable system of equations (SPLDV) material for students in cycle I who achieved scores above 65 in PBM only achieving a score of 90%, the results obtained from tests of students' understanding of mathematical concepts in PBM increased from the first cycle with a score above 65 reaches 100%.

PENGARUH PENERAPAN MODEL KOOPERATIF TIPE THINK PAIR SQUARE TERHADAP KEMAMPUAN PEMAHAMAN KONSEP MATEMATIS PESERTA DIDIK

Concept understanding is a very important ability in the mathematics learning process that is expected to be mastered well by learners. The real life in the field found that the understanding of the concept of mathematics among the class VIII students of SMP Negeri 5 Mandau for the 2022–2023 academic year was still low. One effort that can be made to improve students' concepts understanding of mathematical is to apply models such as Think-Pair-Square learning. The purpose of this research is to describe whether the understanding of the mathematical concepts of students who learn using the Think Pair Square learning model is better than the understanding of the mathematical concepts of students who learn by using the direct learning model in class VIII SMP Negeri 5 Mandau. This research type is quasi-experimental with a randomized, control-group-only design. This study's population consisted of students in class VIII at SMP Negeri 5 Mandau. Class VIII.4 was selected as the class for experimental and class VIII.2 as the class for control. The instrument used is an understanding test of mathematical concepts in consist of description questions. Keywords —Cooperative Learning, Mathematical Concept Comprehension, Think Pair Square, Direct Learning.

Word Problems as a Vehicle for Teaching Computational Thinking

The 4th Industrial Revolution is sweeping the world, incorporating technology into communities. High-tech tools and resources are being developed as part of the digital revolution. In the realm of education, there has been a larger emphasis on coding instruction in order to develop a sufficient number of young people to fill fifty percent of computing-related STEM (science, technology, engineering, and mathematics) job openings. Our children and grandchildren must think critically in order to solve the world's ill-structured, unexpected, and intricate issues. Computational thinking, when combined with critical thinking, can produce automatic or semi-automated problem-solving solutions. As a result, computational thinking is becoming increasingly important in science, mathematics, and nearly every other topic. This is demonstrated by Malaysia's recent implementation of computer coding into the school curriculum in order to build 21st century competencies in students. Computational thinking (CT) is one of the conceptual underpinnings required to solve problems successfully and efficiently by combining facts and ideas. In order to solve problems and offer solutions that can be applied in a variety of contexts, computational thinking—i.e., algorithmically, with or without the use of computers—is crucial in computing and information science. It is critical to foster a diversity of abilities and competences among students as to successfully navigate the complexity challenge in the real world. As a result, building a learning environment can be a daunting task for many instructors who lack the tools and research-based expertise to redesign their teaching methods. This conceptual framework has two objectives: (1) developing deep learning and connected computational thinking through a mathematical curriculum instructional model which is capable of improving students' problem-solving skills; and (2) implementing the designed model to assist teachers in education who encountered difficulties when using problem-based curriculum materials. A computational mathematics problem-based learning (CM-PBL) teaching technique is developed to achieve these goals. Students can use the CM-PBL learning framework to simulate and build their own computational models as to aid their self-learning and comprehension of mathematical concepts. It demonstrates that how students can use coding to improve their soft engineering skills.

Enhancement of Mathematical Conceptual Understanding in a Cloud Learning Environment for Undergraduate Students

Mathematical conceptual understanding is fundamental ability that students should have for learning practice in mathematics. This study presents a learning approach based on a mathematical understanding development strategy in the cloud learning environment to enhance undergraduate students’ comprehension of mathematical concepts. A quasi-experimental design with a pre-test and post-test control group was deployed in this study. The 56 undergraduate students, enrolled in the Number Theory Course, were involved in this study. The 28 students in the experimental group were taught using a mathematical understanding development strategy in a cloud learning environment and the 28 students in the control group were taught using a conventional approach. The research instruments were an instructional plan, and a mathematical conceptual understanding test. Data were analyzed by mean, standard deviation, and t-test. The results found that the mean score of mathematical conceptual understanding of students in the experimental group was higher than the 60 percent criterion. There were statistically significant differences between the mean scores of the students in the experimental and the control groups in their mathematical conceptual understanding in the post-test in favor of the experimental group at a significance level of .05.The results of this study inform the positive impact of learning approach based on a mathematical understanding development strategy in a cloud learning environment for undergraduate students.

Analisis Kemampuan Pemahaman Konsep Matematis pada Materi Segitiga dan Segiempat Ditinjau Berdasarkan Karakteristik Cara Berpikir

The research was done for analyze understand mathematical concepts of students on the material of triangular and quadrangular in terms of the characteristics of the student's way of thinking. This type of research is descriptive qualitative. The subjects in this study were students of class VII F and VII G of SMP Negeri 3 Muntilan. Subject selection procedure using purposive sampling. Data collection techniques use tests of mathematical concept comprehension ability, questionnaires of characteristics of ways of thinking, interviews, and documentation. The results showed that (1) the characteristics of concrete sequential thinking with Ability to understand high-category mathematical concepts can meet all indicators of understanding mathematical concepts, in the medium category it can meet 5 indicators and the low category only meet 3 indicators; (2) characteristics of abstract sequential thinking with the ability to understand mathematical concepts in the high category can meet 6 indicators, in the medium category it can only meet 5 indicators, and in the low category only meet 4 indicators; (3) the characteristics of concrete random thinking with the ability to understand mathematical concepts in the high category can meet 6 indicators, in the medium category it can only meet 5 indicators, and in the low category it can only meet 3 indicators; (4) characteristics of abstract random thinking with high ability to understand mathematical concepts can meet 6 indicators, in the medium category it can only meet 4 indicators and in the low category only meet 3 indicators.

Proficiency in Algebraic Equations as a Predictor of Secondary School Students’ Academic Achievement in Mathematics

Mathematics is a tool for achieving educational and economic goals and aims in a nation or society. Thus, being good in mathematics will pave the way to excel in other subjects. Algebra has always been one of the main subjects in mathematics all over the world. This is probably due to the fact that algebra is the door to the extension of complex arithmetic calculations. This study therefore examined proficiency in algebraic equation as predictors of secondary school students’ performance in mathematics in Benin Metropolis. To achieve this, four research questions were raised. The design of this study was survey. The population of the study consisted of all the public junior secondary schools in Benin Metropolis, Edo State. One thousand one hundred and forty (1,140) students from 38 junior secondary schools serve as the sample for the study. The instrument for the data collection was an achievement test constructed by the researcher, which was drawn from past Basic Education Certificate Examination conducted by the National Examination Council for the 2018, 2019, 2020 and 2021 academic sessions. The validity of the instrument was presumed to have been carried out by the National Examination Council, being an examination body saddled with the responsibility of conducting examinations in Nigeria. The reliability of the instrument was ascertained using the Kuder-Richardson Formula 20 and it gave the reliability indices of 0.90 and 0.93 respectively. The data collected were analyzed using mean and standard deviation, two-way Analysis of Variance, and Pearson Product Moment Correlation Coefficient (r). The finding that emerged from the study revealed that the level of students’ proficiency in solving algebraic equations and mathematics was low. A significant relationship existed between proficiency in solving algebraic equations and students’ performance in mathematics, and sex was not a determining factor in students’ proficiency in algebraic equations and performance. It was recommended among others that teachers should ensure that students are well taught using various methods that will promote their comprehension of mathematical concepts.

Hubungan Minat dan Motivasi Belajar terhadap Kemampuan Pemahaman Konsep Matematis Siswa Kelas X MAN 2 Batam

This study aims to determine the relationship between learning interest and learning motivation with mathematical concept comprehension among 10th-grade students in MAN 2 Batam. The research method used is quantitative with a correlation approach. Data was collected through questionnaires and test questions, with a sample of 71 students selected using the Purposive Sampling technique. The study results show a significant relationship between learning interest and students' mathematical concept comprehension (contribution of 0.414). A significant relationship was also found between learning motivation and students' mathematical concept comprehension (contribution of 0.428). Furthermore, the study indicates a significant relationship between learning interest and motivation and students' mathematical concept comprehension (contribution of 0.432). From the findings of this study, learning interest and motivation play a crucial role in improving students' comprehension of mathematical concepts. Therefore, educators and teachers must pay attention to and encourage students' learning interests and motivation to enhance their understanding of mathematical concepts.