Mathematics Education Department Research Articles

The Practicality of Plane and Space Geometry Textbook as Teaching Materials in Mathematics Education Department of UMRAH

This study aims to produce teaching materials in the Geometry of Plane and Space course integrated with the maritime context of the Riau Islands. This research is a solution to problems arising from a need for teaching materials to the characteristics of students in the Mathematics Education Department of UMRAH. The 4D model (Define, Design, Development, and Disseminate) is used as the research development model. The research has reached the final activity of the Development stage, namely the practicality test of textbooks produced. The instrument used in the practicality test is a practicality questionnaire with a Likert scale. The evaluation results show that the textbooks produced through this development research have met the applicable criteria for use as teaching materials, with an achievement level of 72,85%. Thus, the textbook produced with the title Plane and Space Geometry Textbook has met the practical to use as teaching material in the Geometry of Plane and Space course. Integrating the maritime context of the Riau Islands helps students connect the content of teaching materials with their daily life. It helps them more easily understand the new knowledge.

Diffrences in Student’s Grade Point Average (GPA) Based on SBMPTN of UTBC and UTBK and External Motivation in Choosing PMIPA Majors of Tadulako University

This study aims to describe the differences in student's GPAs at the Mathematics and Natural Science Education (PMIPA) Department of Tadulako University who enter through the Joint Selection to Enter State Universities (SBMPTN) pathway with the Print-Based Written Test (UTBC) in 2018 and Computer-Based Writing Examination (UTBK) systems in 2019, describe the relationship of external motivation of students in choosing majors with GPA based on the SBMPTN (UTBC and UTBK) pathway. The samples used were all students at the PMIPA Study Program of Tadulako University who entered through the UTBC SBMPTN pathway in 2018 as many as 134 students and 130 students of UTBK 2019. There is an insignificant difference in the students' GPA through the UTBC and UTBK SBMPTN pathway. The students of UTBK have a higher GPA in the second semester than the students of UTBC, with the average GPA of UTBC students is 3.407, and the average GPA of UTBK students is 3.525. There is no relationship between students' external motivation in choosing a major against students' GPA at the PMIPA department of Tadulako University, but factors of interest and self-will influence it.

An analysis of interaction patterns in students’ research essay guidance to build six main parameters of the Indonesian National Qualification Framework: Covid-19 pandemic period

This study aims to reveal the interaction patterns and inhibiting factors for the final project guidance in the Mathematics and Natural Sciences Education Department, Universitas Lampung, to develop the six main parameters of the Indonesian National Qualifications Framework (INQF). The study employed a mixed method involving 67 students who composed the final project for the 2021/2022 academic year selected from 314 final project students using the cluster random sampling technique. The data in this study were primary and secondary data obtained by questionnaires, interviews, and documents, analyzed qualitatively, quantitatively, and descriptively. The closed-response questionnaire was used regarding the interaction pattern, the INQF parameters achievement, and perceptions of the achievement of students' core competencies. An open-response questionnaire regarding the inhibiting factors for the final project guidance was used to provide the qualitative data. Descriptive analysis was conducted to determine the profile and interaction pattern of the final project guidance, while the qualitative analysis using Miles and Huberman model was to reveal the inhibiting factors of the final project. The results show that: (1) the dominant interaction pattern that occurred was an associative pattern originating from the factors of suggestion, identification, and sympathy; (2) the INQF parameter with the best score is the science parameter with an average parameter achievement of 9.97 from the lowest score 3.00 until the highest score 12.38; and (3) the perception of achieving the highest core competency of students is the aspect of soft skills, both personal and interpersonal, with the highest average perception of achieving core competency being 59.71 out of 80.

The Effect of Reflective-Impulsive Conceptual Thinking Style Models and Learning Models on Learning Outcomes of Complex Analysis by Controlling Students' Initial Knowledge

Concept understanding of complex analysis is very necessary for students of the Mathematics Education Department. Considering the concepts contained in Mathematics course are needed by students, especially in developing reasoning power in related material and solving problems. This study aims to analyze interactions between the reflective-impulsive conceptual thinking style model and the learning model on learning outcomes of complex analysis by controlling initial knowledge. This research is a quasi-experimental research involving 92 students of the Department of Mathematics Education as a sample. The sampling technique to determine each treatment group is simple random sampling. This study uses a 2x2 factorial design. Data analysis was performed using analysis of covariance (ANCOVA). The results showed that the learning outcomes of complex analysis of groups of students who followed the generative learning model were higher than those who followed conventional learning models. The learning outcomes of complex analysis of groups of students who had a reflective thinking style were higher than those who had an impulsive style. There was an influence of interaction between the learning model and conceptual thinking style on student complex analysis learning outcomes. Generative model learning has implications for increasing mastery of concepts, which are closely related to initial abilities.

학교현장실습학기제에서 예비 수학교사의 경험 탐구

This study examined the experiences of secondary pre-service mathematics teachers in the first pilot operation of the school practicum semester system and sought implications for the enlargement of the system. The education trainees who participated in the study were three female students in the 4th year of the Department of Mathematics Education at the time of the research, and conducted a school practicum for 19 weeks. The data used in the study include mentoring data from trainees and advisors, records from the midterm evaluation meeting, satisfaction survey data from the final evaluation meeting, and focus group interview data after practicum. The results of this study were divided into three categories: experiences through school practicum (curriculum guidance, school educational activities, student guidance, assessment, training, and work), learning from school practicum (class design and implementation, teaching aptitude, understanding students), and difficulties (simultaneous college classes, preparation for school classes, class discontinuity, and preparation for Teacher Qualification Test). Finally, practical suggestions for the enlargement of the system are discussed.

The Effect of Problem Based Instruction Modelusing Telegram Quiz Bot on Students’ Learning Motivation

This research is a quantitative research with the quasi experimental research type. The population in this study were all Semester V students of the Mathematics Education Department (TMTK) IAIN Kerinci and the samples were 30 students of VA class through purposive sampling technique. Data collection techniques used in this study were observation sheets and questionnaires. The purpose of this study was to find out how the application of the Problem Based Instruction (PBI) learning model using Telegram Quiz Bot, to find out how the students’ mathematics learning motivation, and to find out how the relationship between the PBI learning model using the Telegram Quiz Bot and the students’ mathematics learning motivation. The findings show that the use of the PBI learning model using Telegram Quiz Bot in the VA class obtained an average value of 3.1 which is included in the "Good" category. The mathematics learning motivation before applying the PBI learning model using Telegram Quiz Bot has an average value of 57.30 so that it is included in the "less good" category and the results for the average value of the mathematics learning motivation after applying the PBI learning model using Telegram Quiz Bot is 81.33 in the "very good" category. There is a significant effect between the application of the PBI learning model using Telegram Quiz Bot and students' mathematics learning motivation in the VA class of 0.607 which is included in the "strong" category.

중등 예비수학교사가 경험한 학교현장실습에서의 원격수업에 대한 내러티브 탐구

Objectives This study explores te experience of distance learning in practicum of seoncdary pre-service mathmatics teachers. The future of distance learning and the system for the effective practicum within and without the school field were discussed.
 Methods Three of fourth-grade students of the mathematics education department attending a local university were selected as research participants, and data collection and interviews were conducted. Data were collected for two months from October 2021, and interviews were conducted either directly with the research participants or using Zoom.
 Results The distance learning experienced by the secondary pre-mathematics teacher was insignificant, and the secondary pre-service mathematics teachers experienced difficulties due to the lack of interactive communication with students in distance learning at school, unskilled time arrangement and document implementation, and the gap of class participation among students. In addition, it was found that the practicum serves as an opportunity for secondary school pre-service mathematics teachers to improve the difficulties and problems they experienced.
 Conclusions Based on these findings, it was discussed that the advantages of distance learning should be maximized in the school field and the up-coming system of practicum, the gap of the quality of experience in practicum caused by differences between practical schools should be minimized, and the ability of pre-service mathematics teachers using technology in class should be improved.

Digital Pedagogy: An effective Model for 21st Century Education

Prior to COVID-19, very few teachers had introduced technology to deliver teaching learning activities. While COVID-19 created a sudden and unexpected situation, it has motivated large number of teachers to utilize digital tools in curriculum, pedagogy, and assessment. With this emerging context of technology use for 21st century education, student have already started to learn from their personal handheld devices, but teachers are navigating unparalleled challenges to manage students learning and classroom pedagogical skills using digital tools. This gap is seen between technology innovation, race of todays’ learners, and pace of pedagogy governance. In this context, this paper articulates a framework for teacher to ensure effective use of Digital Pedagogy (DP) for 21st century education through designed based action research carried out to master's students of mathematics education at Central Department of Mathematics Education (CDED), TU during the academic year 2017 (Aug-Dec). The study participants were 126 third semester students taking a course "Differential Geometry". The used tools are DP model, mathematics achievement test (MAT) and semi-structure interview guideline. Based on the analysis of data, it is found that DP is effective model to adopt modern student-centered pedagogical practices, where the focus is on students’ learning and emergent activity, rather than teacher’s lectures and teacher-led activities.

MATHEMATICAL REPRESENTATION ABILITY OF PROSPECTIVE MATHEMATICS TEACHERS IN SOLVING TRIGONOMETRIC PROBLEMS

This study aims to investigate the proficiency of prospective mathematics teacher students in mathematical representation. To achieve this goal, we used a qualitative research design with a descriptive approach. The research subjects consisted of three undergraduate students from Mathematics Education department at a private university in Yogyakarta. Data were collected using a test for mathematical representation ability and interviews. The data were analysed descriptively using techniques by Miles and Huberman. It shows that the mathematical representation ability of prospective teacher students was in low category. This can be seen from the average achievement of indicators of mathematical representation ability (34.74%). The ability to create and use representations for collecting/organizing, recording, and communicating mathematical ideas is 33.33%. The ability to select, apply and translate various forms of representation mathematics to solve problems is 29.76%. And the ability to use multiple representations is 41.11%.

Access, successful completion and learning achievement of female undergraduate students studying mathematics at the University of Education, Winneba

The study aims to describe gender inequalities in female participation in mathematics education in the University of Education, Winneba (UEW). The study investigated, particularly, the trends in access and successful completion (of female undergraduate students studying mathematics in UEW from 2009 to 2018. The study was based on quantitative secondary data extracted from the university’s admission and graduation records. The study therefore employed the methodology of secondary data analysis (SDA) which was adopted to replace the original questionnaire survey research which had to be abandoned as a result of the COVID-19 lockdown of the institution for nearly one year. A template was developed to capture the data from the UEW Planning Unit and others were obtained online from statistical publications to authenticate the Planning Unit data. The main findings of the study were that the trend in access for qualified undergraduate students provided by the Mathematics Education Department has been consistently high (i.e., nearly all qualified female applicants were admitted). But the proportion of female applicants ranged from 6.2% to 14.2% with a mean of 8.9% of the total applicants. The proportion of undergraduate female students actually graduating was consistently high with the females usually obtaining the middle grades (i.e., no Pass or First-class grade). It is recommended that the Department, and for that matter the University, embarks on an admission drive at the senior high school level to sensitize female students to select mathematics education for their tertiary education.

Application of Information and Communication Technology in Online Learning at the Department of Mathematics Education

<p class="JRPMAbstractBody">This research focuses on applying of Information and Communication Technology (ICT) to the Department of Mathematics Educations lecture activities. Researchers identified five different groups of teaching practices: the use of the most frequently used platforms; forms of lecture and assessment activities; student activities in finding and exploring information related to lecture materials; the ability of lecturers to utilize technology for lectures; and the ability of lecturers and students to create a conducive learning atmosphere in classes at the Department of Mathematics Education, by taking the student's point of view. This research is a quantitative study. The data in this study was obtained through a questionnaire distributed online through Google Forms. Studies related to the application of ICT in implementing online learning activities are described in graphs based on the analysis carried out and associated with several research results and articles by the research objectives. The result of this study indicates that ICT is the key to the mathematics education process, especially in conducting online mathematics learning, which is a challenge in the work of lecturers in various universities.</p><div id="highlighter--hover-tools" style="display: none;"> </div><div id="highlighter--hover-tools" style="display: none;"> </div><div id="highlighter--hover-tools" style="display: none;"> </div><div id="highlighter--hover-tools" style="display: none;"> </div>

Implementation of Logic and Set Textbook with Ethnomathematics Content Oriented towards Higher-Order Thinking Skills

Higher-order thinking skills are skills that are an important aspect of teaching and learning mathematics. Mathematics and culture have a very close relationship, so the development and application of mathematical concepts in the learning process must be based on situations of daily life or local culture. In 2021, Researchers have developed a textbook of Logic and Set containing ethnomathematics oriented toward higher-order thinking skills. The textbook meets the 'Very Good' category on the validity test after being assessed by five experts. This year, the research focuses on the implementation and evaluation of the textbook in Logic and Set courses. The purpose of this research was to describe the feasibility level of the textbook. ADDIE's design research was used in this development research. The trial subjects in this research were 140 students in the Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Mataram who were taking the Logic and Set courses in the 2021/2022 academic year. Data collection techniques in this research were practicality questionnaires and higher-order thinking skills tests. The results of the data analysis for the practicality assessment of the textbook showed an average score of 81.44, which met the practical classification. Then the average value of the students in the final value of the Logic and Set courses is 81.90. In addition, the percentage of students who achieved a score of 75 was 76% or 106 students. Therefore, it can be concluded that the textbook meets the effective criteria.

Critical Thinking of Prospective Teachers In Solving Math Problems In Terms of Learning Styles

This study aims to identify how the process of critical thinking of prospective teachers in solving mathematical problems in the Department of Mathematics Education, Faculty of Science and Technology, Walisongo State Islamic University, is viewed from a qualitative learning style. The purposive sampling method was used to determine six prospective teachers as research subjects. Each visual, auditory, and kinesthetic learning style is represented by 2 subjects. The auxiliary instruments in this study consisted of a learning style questionnaire, a critical thinking ability test, and an interview guide. Critical thinking indicators were developed through consideration of the main elements of FRISCO, the level of cognitive thinking according to Bloom and the Steps of Problem Solving According to John Dewey. Data processing through the stages of data collection, data reduction, and data verification with the triangulation method. The results of the study show that auditory and kinesthetic learning styles have lower critical thinking process characteristics than visual learning styles in solving math problems. From the interview process it was revealed that the ability to argue based on valid and logical facts, all types of learning styles is still quite low. However, all three have strong potential to develop critical thinking skills through stimulation from educators.

An Agreed Figured World – Conceptualizing Good Physics Teachers in a Finnish University

ABSTRACT This study reports findings from an interview study with eleven teacher educators from a physics teacher training program in Finland. They represented the four training environments that students encounter during their education, i.e. the Department of Physics, the Department of Mathematics and Science Education, the Department of General Pedagogy, and the Training School. Drawing on Gee’s theory of figured worlds, our analysis shows that the educators across the four training environments largely maintain the same vision of what the attributes of a “good” physics teacher are. Although working in different settings, the eleven educators appear to be working in concert, each contributing to the development of an agreed professional physics teacher identity for their trainees. The ideal physics teacher was found to be envisioned in terms of a subject expert and a research-based educationalist, whilst at the same time being psychologically fully matured and willing to develop as both a person and a teacher. We identify a number of factors in the Finnish teacher training program that are suggested to contribute to the coherence found. Some of the factors we identify are specific to the Finnish situation, such as teacher status in society, whilst others could potentially be implemented elsewhere, such as dedicated training schools and direct teacher influence in the design of the curriculum.

Developing an electronic module based on mathematical literacy to enhance students' mathematical reasoning

This study aims to produce an e-module based on mathematical literacy with a valid, effective, and feasible problem-based learning approach to improve students' mathematical reasoning in multivariable calculus material. This research used a development method with the stages: analysis, design, development, and evaluation. The research subjects involved fifth-semester students' mathematics education department. Small group trials with 17 students and large group trials with 35 students. The research instruments included validation sheets, student worksheets, questionnaires, and mathematical reasoning ability test questions. Data collection used the results of the validation as validity, test results as effectiveness, and the results of the questionnaire as feasibility. Data analysis was descriptively and qualitatively. The research produced an e-module based on mathematical literacy with a problem-based learning approach that is valid, very effective, and very feasible for improving students' mathematical reasoning abilities in multivariable calculus material. The developed e-module has the potential for significant differences and increases mathematical reasoning abilities. In addition, e-module can be used as an alternative solution to electronic teaching.

The solo pantomime in the pandemic: Distance postgraduate education in the department of mathematics education during COVID-19

Turkey experiences distance education at the master’s and doctorate degrees for the first time. This study aims to reveal the essence of the distance education experiences of mathematics teachers who continue their postgraduate education with distance education due to the COVID-19 pandemic. This study was carried out using the phenomenological research design with six mathematics teachers who continue their postgraduate education at a state university in the Central Anatolia Region in the 2019-2020 academic year. Of the participants selected by the criterion sampling, three were master’s degree students and three were doctoral degree students. Research data were collected using semi-structured interview forms designed in line with expert opinions. The interviews were conducted online via video call on the WhatsApp application due to the COVID-19 pandemic. The experiences of the participants were identified with the phenomenon of “solo pantomime”. Participants had positive experiences such as easy access, possibility of review, improvement in technological pedagogical content knowledge, and negative experiences such as communication and connection problems, the irregularity in the schedule, inadequacy of the lesson hours, and focusing problems regarding synchronized distance education. Distance graduate education is also considered quite suitable for mathematics education courses, but insufficient for mathematics field courses. It is also understood that some participants had plans to make radical changes in their thesis topics. Participants avoid long-term experimental studies or studies that can be conducted with a large sample, and they tend towards studies that can be carried out with document analysis or small groups and had problems with their supervisors.

ANALYSIS OF DIFFICULTIES OF MATHEMATICS EDUCATION STUDENTS IN BLENDED LEARNING AFTER COVID-19 PANDEMIC

Entering the new normal era in the UINSU Medan, the campus has established a blended learning system as a learning method. Although blended learning is good as an alternative to learning method in the new normal era, it still had limitations. If viewed from the perspective of students, they have difficulties when took blended learning. This difficulty will certainly affect the learning outcomes of the students themselves. This of course cannot be left alone, it is necessary to in depth analysis of student difficulties when took blended learning and then find the right solution to solve these difficulties. This research focuses to find out students’ difficulties when taking Calculus Vector Class through blended learning method after COVID-19 pandemic era. This is a descriptive qualitative study. The subjects of this study are students of Calculus Vector class in the fourth semester of the Department of Mathematics Education, UINSU Medan. This research uses interview method and questionnaires as data collection instruments. The results show that students' difficulties are divided into technical difficulties, student adaptation difficulties, and lecturer adaptation difficulties. Learning strategies must be developed to address these difficulties and to bolster students’ adaptation to blended learning class

DEVELOPMENTS OF INSTRUCTIONAL MODELS BASED ON MATHEMATICS COMMUNICATION SKILLS IN INTEGRAL CONCEPTS AND APPLICATIONS

The problem of this research is the low mathematical communication skills of students in integral calculus courses. The purpose of this study was to develop a learning model based on Mathematical Communication skills on integral concepts and applications, and to determine the feasibility and effectiveness of learning models based on Mathematical Communication skills on integral concepts and applications. This research method is a research and development method. The research subjects were 43 students of the Mathematics Education Department at Halu Oleo University. Data collection techniques using questionnaires, interviews and test techniques. Data analysis was carried out in a quantitative and qualitative descriptive manner. The results of the data analysis showed that the integral concept and application learning materials based on the assessment of mathematics learning experts and learning design experts reached 86.3% and 89.16% in the very good category. While the results of the student assessment showed 87.5%. The small group evaluation results showed an average percentage of 88.2% with a very good category. The results of the large group trial reached a percentage value of 90.1% in the very good category. Therefore, the development of a learning model is able to improve students' mathematical communication skills on integral concepts and applications

Development of GeoGebra-Based Learning Media for Flat Field Analytical Geometry Courses for Students of the Mathematics Education Department

All aspects of life, including the education system, have undergone many changes due to the Covid-19 pandemic. We need media that can facilitate and attract students to carry out learning activities. This study aims to develop GeoGebra-based mathematics learning media. The method used in this research is Research and Development (R&D) with the ADDIE model (Analysis, Design, Develop, Implement, and Evaluate). The research was carried out at UIN Sayyid Ali Rahmatullah Mathematics Study Program in semester 3. The research subjects for the small-scale field test were class A, which had 32 students; for the large-scale field test, there were 132 students in Mathematics Education 3rd Semester. The results of research on the development of GeoGebra-based learning media in the Flat Analytical Geometry course for students majoring in Mathematics Education at UIN Sayyid Ali Rahmatullah Tulungagung were declared valid, practical and effective. The future hope for developing similar media is to expand the scope of the material discussed because the media developed is limited to flat analytic geometry operations.

Pelatihan dan Pendampingan Penulisan Karya Ilmiah Berbasis STEAM bagi Guru dan Siswa MTS Negeri 2 Surakarta

<span lang="EN-US">One of the efforts to realize the vision and mission of the Government Islamic Junior High School 2 Surakarta (MTS N 2 Surakarta) to be one of the best schools at the national level is by participating in MYRES (Madrasah Young Researcher Super Camp), which conducted annually by the Indonesian Ministry of Religion. The school have participated in this event several times, but unfortunately, the result still needs improvement. After conducting a self-evaluation, there found some possible aspects that caused this situation. The lack of knowledge and experience in conducting research and writing academic articles of the teachers who became students’ supervisors indicated the main problem that caused this situation. Based on this situation, the Government Islamic Junior High School 2 Surakarta (MTS N 2 Surakarta), in collaboration with the Contemporary Mathematics Education Research Group of the Mathematics Education Department, Sebelas Maret University, has conducted intensive training for academic writing to be submitted to MYRES competition. This program was conducted for three months, from April to June 2022. This program comprised of some activities, a workshop on academic writing with a keynote from Yogyakarta State University, continued by intensive training conducted online and offline. Ten proposals resulted from this program, ten were submitted to MYRES, and two of the proposal finally can compete until the semifinal stage.</span>