Junior High School Mathematics Research Articles

Relationship between teachers' assessments of non-cognitive skills and cognitive skills in junior high school mathematics

The assessment of non-cognitive skills and the relationship between non-cognitive skills and cognitive skills have been studied using an interdisciplinary framework; however, this has not resulted in learning or teaching improvements. This study focused on teachers’ observational assessment of non-cognitive skills specific to junior high school mathematics. Questionnaire surveys were used and a factor analysis was conducted. Three factors were identified to assess non-cognitive skills specific to junior high school mathematics based on teachers’ observations: cooperation in mathematical problem-solving, spirit of inquiry in mathematical problem-solving, and composure in mathematical problem-solving. To analyze the relationship between each factor and the overall assessment of cognitive skills in junior high school mathematics, each factor's assessment was divided according to the stages of cognitive skills. A positive proportionality emerged between the assessment of the non-cognitive skills and cognitive skills. If these two assessments are treated independently, the findings suggest that teachers may have difficulty distinguishing between the assessments, both of which are specific to junior high school mathematics.

Core competency oriented problem-solving teaching ----Taking "Solving Application Problems with a System of Equations" as an Example

The teaching of Mathematical problem-solving is one of the three key teaching points in junior high school mathematics. Solving applied problems through equations (systems) is an important component of the first module of teaching content, "Numbers and Algebra", and holds a very important position. It is a key focus in junior high school mathematics problem-solving teaching. At present, under the premise of the implementation of the new curriculum reform in the field of mathematics in China, based on the recent publication of compulsory education curriculum standards,the teachers of mathematics should focus on cultivating excellent mathematical core literacy among junior high school students, and ensuring that they can independently cope with and solve problems in the math teaching of junior high school. Based on the above background, the author focuses on the newly published mathematics curriculum standards in 2022, and studies the teaching design of "solving application problems for systems of equations". In this paper, we explore the mathematical core literacy elements contained in the teaching of solving applied problems in equations, study the improvement path of mathematical problem-solving teaching, share the teaching design practice and thinking based on core literacy oriented problem-solving teaching, and the important role that this teaching design can play in cultivating students' core literacy .

A Comparative Study of Junior High School Mathematics Textbooks between People's Education Press Version and Gyeonggi Province Department of Education Version: The Case of Similar Triangles

A Comparative Study of Junior High School Mathematics Textbooks between People's Education Press Version and Gyeonggi Province Department of Education Version: The Case of Similar Triangles

Junior High School Mathematics Teachers’ Perceived Knowledge of Problem-Solving and Practices of Teaching Mathematics Through Problem-Solving in the Tamale Metropolis

This study focused on public JHS mathematics teachers’ perceived knowledge about problem-solving and the extent to which mathematics teachers employed problem-solving strategies. The sequential explanatory research design was adopted for this research. The study sample consists of eighty-six JHS mathematics teachers in the Tamale metropolis. Means and standard deviations were used to analyse the quantitative data. The thematic analysis was done on the qualitative data after it was transcribed. The results demonstrated that even though JHS mathematics teachers have good knowledge about problem-solving, they moderately used problem-solving instructional strategies in their lessons and highly used task-based instruction and cooperative learning strategies. Therefore, the researcher recommends a new paradigm of training teachers on problem-solving strategies for public JHS mathematics instruction. The headteachers must ensure that mathematics teachers are supervised and motivated to use problem-solving methods to enhance students’ academic performance in mathematics

Student Creativity in Developing Interactive Multimedia Using Kodular for Junior High School Mathematics Learning

This research is qualitative research that aimed to investigate the results of the development of learning media by students to improve school students' creative performance and students' creative thinking using the Kodular application. This study focuses on the problem of the lack of learning media at the junior high school level which is used as a means of independent learning for students at home. The subject was a class of The Department of Mathematics Education. The research subjects were 41 students in the department of mathematics education. data were taken using observation and documentation techniques that were adapted to mathematical creative thinking indicators. Interactive multimedia developed by students in the form of mathematical material presented in text form, containing equations, screenshots of graphics from the Desmos application, and video explanations of the material. Furthermore, practice questions and post-tests are presented using the help of Google Form, Quizziz, and Liveworksheets so that users get a direct response to the answers to the questions so that they meet the interactive characteristics of the learning media. The results obtained are 41 students are able to develop interactive multimedia that is run through an android application in junior high school mathematics learning. Creative thinking skills are achieved by using the dimensions of fluency, flexibility, and originality. This is achieved from media development carried out by students The creative performance of students reaches the usefulness dimension but has not been able to reach the novelty of the interactive multimedia that has been developed.

Analysis Analysis of the ability to understand junior high school mathematics concepts in the material of quadrilaterals

Build a flat quadrangle It is a certain line segment which is joined by four points where the points are not in a line, which in pairs meet at the ends and each line segment must meet with two corners which are formed called the corners in a quadrilateral with the corner points being the four points the. Quadrilateral shapes include squares, rectangles, parallelograms, rhombuses, kites and trapezoids. (Nadjib, 2014) The aim of this research is to determine and describe the ability to understand mathematical concepts of rectangular flat shapes at Al-Hidayah Sukorejo Middle School Class VII. The research is qualitative research with a descriptive approach. The data collection technique is a sampling technique. From 37 students we take 4 students from the highest score to the lowest score. The results will show their respective understanding abilities towards the mathematical concept of flat shapes.

An Interdisciplinary Educational Proposal in Junior High School: The Fractal Geometry in Science, Computer Science and Art Lessons

The purpose of this study is to provide an interdisciplinary approach to fractals within the traditional school curriculum. The proposed activities are expected to help teachers to provide a comprehensive and engaging learning experience for students that fosters deeper understanding, creativity, and connections within the sciences. Fractals are complex geometric shapes that are self-similar, and therefore exhibit similar patterns at every scale. They are created by repeating a simple process over and over. Fractals differ from traditional geometric shapes because they are non-regular, but are very common in nature, such as clouds, mountains, trees and snowflakes. Also fractals are impressive mathematical creations and can contribute a lot to the understanding of Junior High School mathematics because they could be fun and at the same time an exciting way to introduce many areas of mathematics and physics. By connecting fractals to different mathematical concepts and applications, Junior High School students can develop their problem-solving skills and gain a deeper appreciation for the beauty and complexity of mathematics.

Perbedaan Keyakinan Guru Matematika SMP Ditinjau Dari Pengalaman Mengajar

The experience a teacher has may influence his or her beliefs about mathematics. This research describes the beliefs of junior high school mathematics teachers from teaching experience. The respondents to this research were six teachers who had different teaching experiences. Interview techniques were used to obtain research data. To ensure the credibility of the research data, source triangulation was carried out. The results show that mathematics teachers with more than 30 years of teaching experience believe that mathematics is an absolute science, there are arguments for solving problems. Mathematics teachers with 11 – 30 years of teaching experience believe that mathematics covers various fields of science and various scientific disciplines require mathematics. This shows that all areas of life use mathematics. Mathematics teachers with less than 10 years of teaching experience believe that mathematics is a comprehensive science that is interconnected and integrated with social, historical, political and cultural practices. This research illustrates that teaching experience has an impact on differences in teachers' beliefs about mathematics.

Reflections on Implementing Reasoning Ability in Junior High School Mathematics Classroom Teaching

Reasoning ability is a hot topic in the field of education at home and abroad. Based on the meaning and training requirements of reasoning ability in the Mathematics Curriculum Standards for Compulsory Education (2022 Edition), this paper studies the current teaching status of classroom reasoning ability in junior high schools, and draws the following conclusions: 1. Teachers carry out teaching activities closely around the requirements of curriculum standards and textbook content; 2. Some teachers, especially veteran teachers have the thinking inertia of teaching; 3. Most students can only focus on what they are currently learning; 4. Students are inert in learning. Therefore, this paper gives the following four teaching suggestions: 1. Teachers engage in group lesson planning; 2. Teachers include a section in the exercise class where students explain the exercises; 3. The teacher expands the content of the textbook appropriately when teaching, and shows students the theorem-proving process; 4. Teachers conduct unit thematic teaching activities. The above four suggestions will help teachers to cultivate students' reasoning ability.

Teacher Readiness in Developing Teaching Modules Based on Local Wisdom: A Case Study of Junior High School Teachers in Magetan District

Teacher readiness in planning learning is an important element of teacher success in achieving learning goals. In the Merdeka Curriculum, this learning plan is realized in the form of teaching modules, one of the approaches of which can be directed at local wisdom. The purpose of this article is to describe teachers' readiness in developing mathematics teaching modules based on local wisdom. A case study of teacher readiness was conducted on 21 junior high school mathematics teachers in Magetan Regency who came from different schools during teacher training which was measured through understanding before and after training as well as the resulting teaching module products. The research results show that the level of teacher readiness in developing teaching modules has reached the criteria of proficient to proficient after receiving training and there has been an increase compared to the previous situation. However, some teachers still have difficulty in developing learning objectives and developing problems based on local wisdom. Several challenges in developing this teaching module have also been identified and several alternative solutions have been explained.

Reflection on Implementing Data Concept in the Junior High School Mathematics Classroom

As one of the core literacy proposed by the Mathematics Curriculum Standards for Compulsory Education (2022 Edition), the implementation of the data concept in the current junior high school mathematics classrooms has attracted much attention in China. This paper used the method of theoretical research, through in-depth and systematic analysis of the meaning of data concept literacy in curriculum standards and the requirements for junior high school students, through literature review, in-depth and systematic analysis and induction of the current teaching situation, as the theoretical basis of this study, four suggestions were put forward: 1. Design implementable statistical activities; 2. Focus on summarizing the similarities and differences and characteristics of data analysis methods; 3. Use of multimedia emerging technologies to assist teaching effectively; 4. Design the topic of probability to carry out special training, hoping to provide ideas for better development of junior high school mathematics teaching.

Gamification of Mathematics Teaching Materials to Improve Problem Solving and Critical Thinking Ability: The Experts’ Assessment

Gamification is a learning approach in which moving games or visualizations are specifically designed to teach certain skills to students so that the learning process motivates students to think and solve problems. The purpose of this study was to develop gamification-based junior high school mathematics teaching materials in the form of GEMAS games to improve problem-solving skills and mathematical critical thinking. This study uses the ADDIE model of research and development but is limited to only 3 stages, namely analysis, design, and development, as well as an assessment by a team of experts using the Delphi technique. The research instruments used were the validation sheet for the critical thinking ability test using FRISCO theory, the validation sheet for the problem-solving ability test instrument with the Krulik and Rudnick indicators, and the game validation sheet. Data were analyzed descriptively. Based on the results of content validity data analysis related to the GEMAS game that has been developed, it is found that the criteria in the context of problem-solving skills and critical thinking skills used are 90.20% fulfilled, and the fulfillment of game content criteria reaches 94%. Based on these data overall 92% of the GEMAS game feasibility assessment criteria have been met. Thus, the gamification-based teaching material in the form of the GEMAS game has been developed as an assessment in a very valid category and is suitable for use in learning

Research on the Integration of Mathematical Experiment into Junior High School Mathematics Teaching

Research on the Integration of Mathematical Experiment into Junior High School Mathematics Teaching

Developing mathematics teaching materials based on numeracy literacy for junior high school mathematics teachers in West Bandung Regency

[Bahasa]: Pemahaman guru matematika terhadap literasi dan numerasi yang baik akan berdampak pada kemampuan mereka dalam mengembangkan bahan ajar yang pada akhirnya akan meningkatkan literasi numerasi siswa. Pengabdian kepada masyarakat ini bertujuan untuk menguatkan pemahaman literasi numerasi guru matematika sehingga mereka memiliki kemampuan dalam mengembangkan bahan ajar yang mengintegrasikan literasi numerasi dalam proses pembelajaran matematika. Kegiatan pengabdian ini didesain dalam tiga tahap, yaitu seminar, lokakarya, dan ujicoba hasil lokakarya. Kegiatan tahap pertama dilakukan melalui seminar secara daring dengan dengan pendekatan PAR (Participatory Action Research). Partisipan kegiatan ini adalah 172 guru matematika SMP negeri dan swasta di Bandung Barat. Kegiatan tahap kedua adalah lokakarya pengembangan perangkat pembelajaran terintegrasi literasi numerasi dimana peserta dibagi menjadi beberapa kelompok berdasarkan topik matematika yang ada di sekolah menengah pertama. Produk hasil lokakarya pada tahap kedua ini adalah modul ajar, bahan tayang, bahan ajar, dan bahan ajar tersimpan dalam aplikasi Kotobee. Tahap ketiga adalah implementasi praktek pembelajaran sebagai uji coba produk yang dihasilkan pada tahap dua. Praktek pembelajaran dilakukan secara terbuka di SMP N 3 Lembang Kabupaten Bandung Barat. Hasil program pengabdian kepada masyarakat ini menunjukkan adanya peningkatan kemampuan literasi numerasi guru matematika SMP di Kabupaten Bandung Barat. Secara umum peserta mampu menghasilkan produk bahan ajar matematika yang terintegrasi literasi numerasi dan disimpan pada salah satu aplikasi yang Bernama Kotobee. Kata Kunci: bahan ajar matematika terintegrasi, guru matematika, literasi numerasi, pengajaran matematika [English]: Mathematics teachers' understanding of literacy and numeracy impacts their ability to develop teaching materials to improve students' numeracy literacy. This community service program aims to strengthen mathematics teachers' understanding of numeracy literacy to develop teaching materials that integrate numeracy literacy into the mathematics learning process. This program was designed in three stages: seminars, workshops, and pilot testing of workshop results. The first phase of the activity was conducted through an online seminar using the PAR (Participatory Action Research) approach. The participants were 172 public and private junior high school mathematics teachers in West Bandung Regency. The second phase of the activity was a numeracy literacy integrated learning tool development workshop where participants were divided into groups based on mathematics topics. The workshop's products in this second stage are teaching modules, broadcast materials, and teaching materials stored in the Kotobee application. The third stage was the implementation of learning practices as a trial of the products produced in stage two. The learning practice was conducted openly at SMP N 3 Lembang, West Bandung Regency. The results of this community service program showed an increase in the numeracy literacy skills of junior high school mathematics teachers in West Bandung Regency. In general, participants could produce mathematics teaching material products that were integrated with numeracy literacy and stored in one application called Kotobee. Keywords: integrated mathematics teaching materials, mathematics teachers, numeracy literacy, mathematics teaching

Technology Acceptance of Wearable Collaborative Augmented Reality for Mathematics Education in A Junior High School

The Wearable Collaborative Augmented Reality (WcAR) represents a state-of-the-art advancement in computer technology, exhibiting diverse applications across various domains. Despite the increasing recognition of WcAR as an emerging educational technology, there exists a compelling need for further research, particularly in the context of mathematics education at the junior high school level. This research focuses on examining learners' acceptance of technology concerning Wearable Collaborative Augmented Reality (WcAR). The study utilizes data collected through questionnaires distributed after learners have interacted with the Hololens 2 device. To rigorously evaluate the proposed relationships, this investigation employs the methodology of Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings of the study reveal a statistically significant positive correlation between three extension structures—Interaction, Imagination, and Innovation—and the constructs of the Technology Acceptance Model (TAM), namely Perceived Usefulness and Perceived Ease of Use. Consequently, these results offer empirical support for the assertion that Wearable Collaborative Augmented Reality (WcAR) technology has the potential to be an effective tool for enhancing junior high school mathematics instruction. This empirical validation establishes a crucial theoretical foundation for subsequent empirical research endeavors in this domain. Furthermore, the study also discovers that WcAR technology can cultivate students' spatial understanding, providing valuable practical insights for the field of mathematics education.

Module Development for Curved Side 3D Geometric Shapes Based on STEAM Approach

Class IX students of SMP Negeri 4 Takengon generally find it difficult to understand the mathematics learning material contained in the school textbook, besides that the teacher also feels that textbooks as teaching materials still do not help students in learning both at school and independently, so it is very necessary to have other teaching materials that can overcome this. Therefore the researcher felt that this research was very suitable to be carried out. This Research and Development (R&D) research uses the Rowntree development model whose goal is to develop math modules with the STEAM approach on curved side space material that is valid and practical for use in junior high school mathematics learning. The development process consists of three stages, namely the planning, development and evaluation stages using the formative evaluation procedure from Tessmer. Based on this development stage, a mathematics module with the STEAM approach has been produced which contains curved side geometrical material and can be categorized as very valid (content validation 4.54 and media validation 4.75) and also very practical based on one to one evaluation (teacher response 96.96% and student response 98.97%) and small group evaluation of 92.11%.

Etnomatematika Cagar Budaya Rumah Kampung Kapitan Dan Pengintegrasiannya Dalam Pembelajaran Matematika SMP

Abstract: The aims of this research are: 1) To describe the results of ethnomathematics exploration in the form of philosophical meaning contained in design; 2) Produce ethnomathematics-based LKPD on the cultural heritage of Kapitan Village houses in Palembang that is valid and practical; 3) Measuring the potential effect of ethnomathematics-based LKPD on junior high school mathematics learning outcomes. This research uses ethnographic research methods to describe the results of ethnomathematics exploration in the form of philosophical meaning contained in the design of the houses of Kampung Kapitan Palembang. Furthermore, the results of the ethnomathematics exploration of the Kapitan Village House Cultural Heritage will be made into teaching materials in the form of ethnomathematics-based LKPD. At this stage the type of research used is design research with the type of development studies. This research produces a philosophical meaning that is contained in the Kapitan Village House Cultural Heritage, especially in rectangular shapes (rectangles, rhombuses and trapezoids. After being integrated into ethnomathematics-based LKPD, it shows that 84% of students who have completed mathematics learning are in the effective category. Keywords: Ethnomathematics, Cultural Heritage, Kapitan Village, LKPD

Integration of Information and Communication Technology in the Teaching and Learning of Mathematics in Junior High Schools in Tamale, Ghana

This research focused on assessing the integration of Information and Communication Technology (ICT) in the teaching and learning of mathematics by Junior High School (JHS) mathematics teachers in the Tamale Metropolitan Assembly of Ghana. The study assessed the proficiency of teachers’ Technological, Pedagogical and Content Knowledge (TPACK) related to ICT and the extent to which ICT is employed in JHS mathematics lessons. The study utilized a questionnaire to collect the data. The participant pool comprised 44 JHS mathematics teachers who provided responses on a five-point Likert scale. Descriptive statistics was employed to analyse the data. The findings revealed that JHS mathematics teachers in the Tamale Metropolis possessed a solid understanding of pedagogy and subject matter content. However, they were deficient in the fundamental technological skills necessary for effectively integrating ICT into their instructional approaches. It was also found that majority of these teachers do not incorporate ICT into their mathematics lessons. It was therefore concluded that JHS mathematics teachers in the Tamale Metropolis do not possess the required blend of technology with content and pedagogy (TPACK) needed for successful ICT integration, and there is limited utilization of ICT among JHS mathematics teachers. The study therefore recommends that the Ghana Education Service (GES) and the Ministry of Education (MoE) should develop a comprehensive plan for enhancing teachers' professional development on ICT integration, allocate adequate resources for ICT infrastructure and materials, address barriers to effective ICT integration, and formulate strategies to promote ICT adoption among mathematics teachers at the JHS level.

A Comparative Study of Secondary School Mathematics Teaching Materials from the Perspective of Reasoning--Taking "Pythagorean Theorem" as an Example

Education has always been a hot topic of discussion. From the results of junior high school mathematics assessments in recent years, there are differences in mathematical abilities between Eastern Europe and Europe and America. Since reasoning is crucial to understanding mathematics, we compare the "Pythagorean Theorem" in textbooks from China, the United States, and Singapore, examining the theorem's different types of reasoning and how it relates to previously acquired knowledge. The reasoning categories proposed by Shi Ningzhong, Harel, and Sowder serve as the fundamental basis for categorizing the varieties of reasoning in this research. The introduction of proofs for the hook and Pythagorean theorem is investigated for each edition of the textbook, and concerning the deductive reasoning ability, the People's Education Press edition (PEP) and Zhejiang Education edition (ZJE) editions are in the first tier, followed by Singaporean textbooks and American textbooks. In terms of the correlation between the Pythagorean theorem and what has been learned, the ZJE involves the most points of correlation. Finally, we discuss the implications of these results for teachers' explanations of the Pythagorean theorem: teachers can briefly introduce the geometric deductive proof process of the Pythagorean theorem to stimulate students' interest in learning mathematics.

Examining the Integration of Model Concept Literacy in Mathematics Instruction for Junior High School Students

Compulsory Education Mathematics Curriculum Standards [1] emphasizes the core literacy of model concept, and there are many current studies around model concept, but there are few analyses aimed at the implementation of the model concept literacy of the junior high school mathematics curriculum standard in the junior high school mathematics classroom teaching, so this paper analyzes the feasibility of and strategies for the implementation of the model concept based on the connotation of the model concept and the current status quo of junior high school mathematics teaching. Teachers can take the form of collective lesson planning to strengthen the understanding of the connotation of the model concept; introduce the materials related to mathematical learning that occurs in real life into the classroom promptly, and show them to students in the classroom in a contextual way; explain the process of mathematical modeling, knowledge points, analytical ideas, and other basic knowledge, and use a variety of teaching methods such as inspirational, discursive, exploratory, and practical, to create a relaxed and free learning atmosphere; promote students' mastery of equations, inequalities, functions, and other knowledge, creating opportunities to cultivate model concept literacy, consciously carrying out practical teaching activities, improving the ability to use mathematical models to solve problems, etc., to be able to truly implement the model concept in the classroom.