Indonesian Mathematics Research Articles

Comparison of Vector Tasks in Indonesian and Singaporean Mathematics Textbooks

Vector is one of the most important subjects in mathematics, but many students face difficulties in learning vector. To find out the cause, this study is conducted to find the differences and similarities in learning opportunities presented in the vector tasks from Indonesian and Singaporean mathematics textbooks. Therefore, vector tasks from the two books are compared with the aspects of representations, contextuality, and response types. Firstly, this study finds out that the chosen Indonesian textbook provides fewer learning opportunities than the chosen Singaporean textbook in terms of vector tasks. Secondly, this study also finds out that the Indonesian textbook tends to present tasks in visual representation, while the Singaporean textbook tends to present tasks in pure mathematics form. Thirdly, this study also finds out that Indonesian textbook usually uses applicative tasks that correlate with real-life situations, while the Singaporean textbook does the otherwise. Lastly, this study also finds out that both textbooks mostly use close-ended tasks.

Contribution of Education Costs in Improving the Quality of SMP Examination Results Banten Province in 2023

This research aims to analyze the contribution of education costs in improving the quality of junior high school exam results in Banten Province in 2023. The type of research used is quantitative research with a descriptive approach. The object of this research is junior high schools in Banten Province with a total of 13 schools. The research subjects were school principals and students. Data collection techniques using questionnaires and documentation. The analysis technique used is simple regression and correlation analysis. The results of the research show that 1) there is a high correlation regarding the contribution of education costs in improving the quality of exam results in Indonesian Language and Mathematics with a value of 0.689, 2) the contribution of education costs has an impact of 47.4% in improving the quality of junior high school exam results. In this case, schools that have a higher education cost allocation tend to show better exam results. These findings emphasize the importance of effective management and allocation of education costs to improve the quality of education at the junior high school level.

Indonesian’s Mathematics Teacher Comprehension Towards Geogebra

Numerous studies have mentioned that Geogebra provides positive impacts towards mathematics lessons and suggested to integrating this software into the classroom activity. In order to prepare the teacher for Geogebra integration, study for teacher comprehension of Geogebra is required as the basic for future study. This paper aimed to capture Indonesian mathematics teacher comprehension about Geogebra. This was descriptive study using survey method. The sample was 296 junior high school mathematics teachers. The teachers were asked to fulfilled the questionnaire to obtain their comprehension towards Geogebra. The results revealed that 50% teachers were at level 1 in understanding the features of Geogebra and more than half of them has never been utilized Geogebra in their mathematics lesson and never been construct an applet Geogebra as their instructional media. Those results suggest the urgency to provide the Geogebra training for mathematics teacher in order to enhace students comprehension towards Geogebra.

A praxeological review of concept-sequence and series: Comparing Malaysia and Indonesia textbooks

Malaysia, through its curriculum, has implemented mathematics textbooks as the main source. However, not all concepts can be offered to a country. This research aims to analyse the comparison between Indonesian and Malaysian textbooks from a praxeological perspective . The data used is only on the topic of sequences and series. This qualitative research adopts a hermeneutic phenomenological approach, serving as an alternative method. In the context of the Indonesian version of didactic design, this study represents research conducted during the prospective stage of the entire research series. The results of the research show that in the praxis block, there are similarities in the presentation of Indonesian and Malaysian textbooks in introducing the topic of sequences and series. The difference is that in Indonesian mathematics textbooks there are 2 themes, while in Malaysia there is only 1 theme. The design in Malaysian textbooks is more in-depth and comprehensive, and the learning trajectory is arranged more systematically so that Malaysian textbooks allow for no gaps between the types of T used. The use of Malaysian textbooks has the potential to build complete knowledge, so the potential for students to have difficulties will be smaller.

Exploring contributing factors to PISA 2022 mathematics achievement: Insights from Indonesian teachers

As an international benchmark, the Programme for International Student Assessment (PISA) 2022 evaluates the educational performance of 15-year-old students across various countries. It has been observed that the average mathematics score globally declined in 2022. Understanding the responses of mathematics teachers, as practitioners, to the PISA 2022 results is crucial for evaluating the reasons behind this decline in mathematics scores. This research aims to explore and understand the perspectives of Indonesian mathematics teachers on the factors contributing to the low PISA 2022 mathematics scores. This study employs a qualitative approach, with participants being randomly selected and includes interviews with 36 mathematics teachers in Indonesia. According to the statements provided by teachers, the decline in mathematics scores in the 2022 PISA, relative to the years 2018 and 2015, can be attributed to six primary factors: pandemic-related issues, curriculum, individual factors, resource limitations, student factors, and parental involvement. Subsequently, mathematics teachers provided several recommendations for the government, schools, and parents that might enhance student mathematics achievement. These recommendations include conducting more training, improving ICT facilities in schools, and strengthening parental knowledge about the importance of parental support. The findings of this study offer various recommendations that could be implemented by the government, schools, and mathematics teachers to improve student mathematical achievement and potentially increase PISA scores in 2025.

Multimedia Development Flash Calistung Through the Introduction of Animals for Elementary School Students

In the learning process, the use of media in learning becomes one that must be used and utilized by teachers, because Learning media has a very important role, by using the teaching and learning process media makes it easier for students to understand a material that will be conveyed. The material presented is mainly for Grade I elementary school students in reading, writing and calculating the beginning (Calistung) contained in the learning of Indonesian language and mathematics. Researchers develop multimedia flash corresponding analysis of student needs. The purpose of this research is to develop flash multimedia as a learning media focusing on reading, writing and counting exercises, and this multimedia makes students more practical, and effective in improving students ' Calistung skills. This research method uses R & D with Lee & Owens model which has 5 stages (analysis, design, development, implementation, and evaluation stage). The subjects of this study were first grade students of SDN Jatimulyo 5 as an experimental class and SDN Sukun 3 Malang control, with a total of 20 students in field trials. The results showed that the validity of multimedia multimedia products 83.1%, the practicality of teacher users 91.6%, the practicality of students 95.8%, and the effectiveness of using the Test Independent Sample t-Test GIS (2-tailed) of 0.034 is smaller than the significant level set at 0.05. Based on the results obtained, it can be concluded that flash multimedia can be developed as a learning medium, in Indonesian and mathematics subjects that focus on reading, writing and counting Grade I elementary school students in improving the ability to read, write and count beginning

Toward proficiency: Developing a multiplication mathematical content knowledge test for pre-service mathematics teachers in Indonesia and Türkiye

This study aimed to develop a specific Mathematical Content Knowledge (MCK) test focused on multiplication for pre-service mathematics teachers in Indonesia and Türkiye. No assessment tool exists to measure MCK related to multiplication among pre-service mathematics teachers. We used convenience sampling to obtain data from third- and fourth-year pre-service teachers in Indonesian and Turkish mathematics teacher education programs. The test items were administered to 423 Indonesian pre-service mathematics teachers and 413 Turkish pre-service mathematics teachers, and their responses were analyzed using factor analysis. The MCK test was found to be reliable, with 18 items that were grouped into four components: procedural knowledge of multiplication (C1), understanding of multiple representations (C2), conceptual knowledge of multiplication (C3), and anticipating students' thinking (C4). The study results suggest that a valid MCK test helps evaluate multiplication in these four components. Additionally, the study findings indicate that Indonesian pre-service teachers score higher in the C1 and C4 categories, while Turkish pre-service teachers score higher in the C2 and C3 categories.

Adversity quotient of Indonesian prospective mathematics teachers in solving geometry higher-order thinking skills problems

Comprehending and formulating strategies for geometry problems that require higher-order thinking skills (HOTS) is crucial in enhancing mathematics education. This study implements a qualitative case study approach to comprehend how prospective mathematics teachers with varying Adversity Quotients (AQ) solve geometry Higher-Order Thinking Skill (HOTS) problems. We selected 3 participants from 167 Indonesian prospective mathematics teachers to solve the three- and two-dimensional HOTS problems and were invited to an interview session. The three participants represent three types of participants: a climber student (high AQ), a camper student (medium AQ), and a quitter student (low AQ). Our findings show that each student had different responses to deal with the obstacles they faced while solving the problem. The climber student is more adept at solving problems than the camper and quitter students. In addition to identifying specific implications, this study offers a comprehensive understanding of AQ's significant role in solving mathematical problems. This knowledge serves as a concrete foundation for guiding the future advancement of curricula, assessment methods, and instructional approaches in mathematics education, particularly in the field of geometry. This research contributes to enhancing educational practices and policies on a broader scale.

A prospective mathematics teacher’s lesson planning: An in-depth analysis from the anthropological theory of the didactic

This paper aims to explore an Indonesian prospective mathematics teacher’s lesson planning and identify its characteristics of mathematical task design from the viewpoint of the anthropological theory of the didactic. The well-documented activities concerning lesson planning developed by the prospective mathematics teacher in her experiment to conduct a study on mathematics teaching were used as the primary data to be analyzed. Part of the anthropological theory of the didactic, namely mathematical praxeology, was used as the theoretical framework to analyze and explore the mathematical tasks design, their techniques, theoretical arguments of the techniques used, and theories underpinning the theoretical discourses. The study points out mathematical praxeology for each mathematical task included in the lesson plan analyzed. In addition, this study also figured out the characteristics of the mathematical praxeology of the lesson design developed by the prospective teacher.

Penerapan Metode Belajar Asik dalam Meningkatkan Literasi dan Numerasi Siswa/I Melalui Program Kampus Mengajar di Sekolah Dasar Negeri 064988 Medan Johor

Literacy and numeracy are the basic skills students need to analyze readings or numbers in different contexts. Based on the research results, it is known that Indonesian students' reading and mathematics skills are still lacking. Therefore, under the Merdeka Learn Kampus Merdeka (MBKM) policy, the Ministry of Education and Culture organizes the Education Campus Program which invites students to participate in strengthening students' literacy and numeracy skills, especially at the elementary school level. Students directly help the school, teachers and students, depending on the condition of the school and existing needs. With this teaching campus program, I directly teach literacy and numeracy to students using cool learning methods. a method that can attract interest and motivate students to be more active in carrying out the learning process which takes place at public elementary school 064988 Medan Johor. At the beginning of using this cool learning method, students seemed to enjoy the teaching and learning process more. At the beginning of using this learning method, I myself did not experience any difficulties. Due to the good reception of students towards this learning method.

Pelatihan Pembelajaran Berbasis 21st Century Skills di Sekolah Indonesia Johor Bahru Malaysia

The 21st-century skills are skills that students must master to survive and compete in this 4.0 industrial revolution era. Teachers need to have good professional competence in order to facilitate students to develop 21st-century skills. This also applies to elementary school teachers. Therefore, the teacher needs training that can provide knowledge and skills for teachers to present such learning. The training program participant is an elementary school teacher at the Indonesian School of Johor Bahru Malaysia. The problem identified is that not all SIJB's primary school teachers have diverse educational backgrounds, and the learning presented is not based on 21st-century skills. The participants of this training are 19 teachers. The program is web-based training using the ADDIE model. This training is conducted in three stages, namely the pre-implementation, implementation, and post-implementation stages. At the implementation stage, there are eight meetings containing materials on 21st Century Skills-based learning in Indonesian Language, Mathematics, Science, Social Studies and Civics, English, Arts, ICT, innovative learning models and learning life skills. Participants were given a pretest and posttest understanding of 21st Century learning. The pretest results showed an average value of 60.8, which means that participants' understanding of 21st Century learning is still quite good and the posttest average score of 84.5, which means that understanding participants is good. The result shows that the participants' understanding increased after attending the training. Based on the questionnaire results, the participant's response was quite good, and hoped that the training activities could be carried out on an ongoing basis.
 Keywords: 21st Century Skills Training Program, Professional Competency of Elementary Teacher

Analisis Bibliometrik terhadap Guru Matematika Indonesia Berbasis VOS Viewer

This study aims to determine the research trends of Indonesian Mathematics Teachers using bibliometric analysis methods. The data in this study were obtained through Google Scholar from 2013-2023 with the keywords Indonesian math teachers. Researchers analyzed 1000 original articles from 2013-2023. Researchers utilize the use of Publish or Perish software and VOS Viewer to analyze data

Mathematics Teachers’ Interviewing Strategies for Diagnosing Students’ Learning Obstacles

The teachers' awareness of students' learning obstacles is crucial in the reflective practice of developing effective didactic designs. The reflective practice of in-service Indonesian mathematics teachers in diagnosing students' learning obstacles is rising. However, despite the importance of diagnosing students’ learning obstacles for developing the teaching profession, there is little research evidence supporting strategies for mathematics teachers in Indonesia in diagnosing student learning barriers through the interview process. The purpose of this study is to analyze the interviewing strategies that mathematics teachers use in order to diagnose students’ learning obstacles. This research is a qualitative case study and employs thematic-content analysis. In-service high school mathematics teachers from three provinces in Indonesia to participate in this study. This study used video recordings of teachers conducting interviews to investigate students' learning obstacles, triangulated with teachers' reports. This findings show that the teachers' two main strategies are social-emotional and didactical-pedagogical strategies. This study present our expanded explanation of each strategy, as well as some suggestions for further research, intending to assist in establishing a culture of reflective practice among mathematics teachers as part of teachers' professional development.

Teachers’ Perception of Teaching and Learning During to Post Covid-19 Pandemic Era: A Case of Indonesian Mathematics Teachers

Teachers’ Perception of Teaching and Learning During to Post Covid-19 Pandemic Era: A Case of Indonesian Mathematics Teachers

Learning trajectory of geometry proof construction: Studying the emerging understanding of the structure of Euclidean proof

This paper presents a learning trajectory of geometry proof (LTGP) for Indonesian prospective mathematics teachers (PMTs) during their first year of studies at an Indonesian university. The trajectory aims at PMTs’ progression of their understanding of the structure of proof and their proof construction abilities. We designed and implemented teaching materials with geometry problems based on the use of the flow-chart proof format and the model of understanding of proof structure from Miyazaki et al. (2017). We present an analysis of data from pre- and post-tests of proof construction problems, written answers to proof problems during intervention with 60 PMTs, and individual interviews with eight PMTs. We found that the intervention supports PMTs’ understanding of the structure of proof and their proof construction abilities. Our findings contribute to knowledge about teaching strategies to support students in their understanding and construction of a proof. From our findings, we suggest the use of the flow-chart proof format together with other more formal proof formats in creating, reading, and rewriting proof of geometric propositions and the use of open problems to encourage students to think forward and backwards interactively to help students plan for proof construction.

Correlation between STEM Knowledge and STEM Teaching Practice: A Study of Mathematics Teachers' Professional Development

This research aims to investigate the relationship between mathematics teachers' knowledge of STEM (Science, Technology, Engineering, and Mathematics) education and their teaching practice in schools during a STEM professional development program. The study involved 34 Indonesian mathematics vocational high school teachers enrolled in the STEM professional development program. Tests and reports on STEM teaching practices served as data sources for this study. Our finding shows a positive correlation between mathematics teachers' STEM knowledge and how they facilitate STEM project-based learning for their students. We discuss two different points of view to interpret this result. Furthermore, we suggest the need for further research to develop sustainable efforts in strengthening the STEM education interdisciplinary approach for the professional development of mathematics teachers.

The effects of parental involvement on children’s education

The Indonesian government through the Ministry of Education has begun to emphasize the importance of parental involvement and community participation in children’s education. However, there is a lack of research on parental involvement in Indonesia. The aim of the study is to provide insights into parental involvement in children’s education in urban and rural areas in Java, Indonesia. The sample comprised 2151 second to sixth graders in 18 schools in three regions, DKI Jakarta, West Java, and East Java. Six aspects of parental involvement were measured using an adapted version of Epstein’s parental involvement framework. Hierarchical regression analyses were conducted to examine the effects of the socioeconomic and demographic characteristics and different types of parental involvement on children’s academic achievements as measured by the most recent Indonesian language and Mathematics grades. The finding shows that Indonesian parents are more strongly involved in their children’s learning at home than at school. Parents show higher levels of involvement when mothers had higher levels of education, in particular with respect to parenting, communicating, volunteering, and learning at home. With regards to school settings, parents in urban schools show higher levels of involvement than parents in rural schools. In urban schools, highly educated parents were more involved in volunteering, decision making and collaborating with community than low educated parents. In contrast to urban schools, in the rural school setting, parents with low education show higher involvement than their highly educated counterparts. Volunteering and learning at home have small positive effects on students’ mathematics achievement. Parenting and learning at home show small positive effects on students’ Indonesian language achievement.

Analisis Komparasi Buku Teks Matematika Indonesia dan Singapura pada Topik Sistem Persamaan Linear Dua Variabel

Textbooks can affect the student’s learning process. Every curriculum has textbooks as the main teaching material. Several SPK schools in Indonesia adopted the curriculum implemented in Singapore. This study aims to figure out the comparison of material content and material presentation in Indonesian and Singaporean mathematics textbooks on SPLDV topics. This research applied a qualitative approach with a comparative descriptive research type. The books analyzed were the 2013 curriculum mathematics textbook for class VIII Semester 1 and the Discovering Mathematics 2A (2nd Edition) Singaporean textbook. Based on the results of the analysis, the two textbooks have their respective similarities and differences in each aspect and component analyzed. In the way of presenting the material, Indonesian mathematics textbooks tend to be monotonous in that one page is densely filled with writing but the color choices vary. Whereas in the Singapore textbook, the method of presenting material utilizes a varied layout by adding small spots (bubbles) even though the color selection does not vary too much. The advantages of Indonesian textbooks are the use of contextual problems when introducing a concept, whereas in Singapore textbooks contextual problems are only presented in practice questions. On the other hand, Singapore textbooks have advantages in terms of integrating the use of technology and anticipating students' misconceptions.

An Integrated RME and PIL Mathematics Module for Technical Vocational High School Learning: A Need Analysis

Text-based learning resources play an essential role in supporting students’ mathematics learning. However, there are still limited studies about developing mathematics modules as one of text-based learning resources for Technical Vocational High School (TVHS) students. Therefore, this study investigates the need to develop an integrated Realistic Mathematics Education (RME) and Project-based Inquiry Learning (PIL) mathematics module for TVHS learning. This study is a descriptive survey involving 66 tenth grade TVHS students and 21 TVHS mathematics teachers in a sub-urban area of Central Java, Indonesia. Moreover, it also involves ten mathematics lecturers who teach “teaching mathematics for secondary school learning” courses from public and private universities in Indonesia. The data collection was conducted using printed questionnaires (for students) and online questionnaires (for teachers and lecturers). The data was summarized and analyzed descriptively. Based on the data analysis, it can be concluded that there are still limited realistic problems in Indonesian mathematics textbooks for TVHS students. Therefore, developing an integrated RME and PIL mathematics module is necessary. The characteristics of the integrated RME and PIL mathematics module are: (1) The module’s content should be presented in Bahasa Indonesia, providing realistic contexts by the area of expertise of the TVHS students and contexts across fields; (2) The learning activities should be carried out in groups, inside classrooms, involves creating projects not only by the area of expertise of the TVHS students, and the project results are displayed directly in an exhibition gallery; (3) The learning media can use both manual and Information and Communication Technology (ICT)-based tools; (4) The assessment can be conducted in both written and authentic assessments.

Prospective Mathematics Teachers’ Algebraic Proficiency From a Symbol Sense Perspective: The Case of Solving Inequalities

Procedural fluency and conceptual understanding are two aspects of mathematical proficiency discussed worldwide, including in Indonesia. In the algebra domain, algebraic proficiency concerns an ability to deal with symbolic representations that can be viewed from a symbol sense perspective. This algebraic proficiency is considered indispensable for prospective mathematics teachers for their future careers. This research aims to analyze prospective mathematics teachers’ algebraic proficiency from the perspective of symbol sense. To achieve this aim, we set up a qualitative case study, involving 19 Indonesian mathematics education students (21-23 years old) as prospective mathematics teachers, in the form of a two-week online teaching and learning process (4 x 50 minutes) and its corresponding formative assessment for solving quadratic, cubic, and rational inequalities. The results revealed that the majority of the participants lack algebraic proficiency as they use procedural strategies more than symbol sense strategies to solve inequalities.