Understanding Of Mathematical Concepts Research Articles

Development of Maths Booklet Media for Primary School Students

This research focuses on the development, validity, and practicality of booklet-based teaching materials for mathematics subjects, specifically on equivalent fractions. Following the Research and Development (R&D) model, which incorporates the ADDIE (Analysis, Design, Development, Implementation, and Evaluation) design stages, this research aims to create effective learning aids. The assessment of the developed Booklet showed high validity and practicality. The material expert assessment rated it "very valid" at 93.33%, while the media design and language experts rated it high at 98.57% and 95%, respectively. In addition, both teachers and students considered the Booklet practical, with response percentages of 87% and 94%, respectively. These findings underscore booklet-based learning materials' effectiveness and ease of use in mathematics education. The Booklet is a valuable tool for teachers to deliver curriculum content effectively and for students to improve their understanding of mathematical concepts. Learning outcomes can be significantly enhanced through such media, facilitating understanding and practical application of mathematical principles.

Analisis Kesulitan Memahami Konsep Matematis Ditinjau dari Kemampuan Metakognisi Siswa Pada Siswa Kelas X SMA Negeri 1 Sibolga

This research aims to understand how difficulties in understanding mathematical concepts are related to the metacognitive abilities of class X students at SMA Negeri 1 Sibolga for the 2023/2024 academic year. The research method used in this study is descriptive qualitative. The research subjects consisted of 32 students of class X MIA 2. Data collection was carried out through the use of questionnaires and tests as research instruments. The results of the research show that students with very high metacognitive abilities are able to fulfill all indicators completely, such as restating the concepts studied, classifying objects based on the requirements that form the concept, identifying the properties of operations or concepts, applying concepts logically, providing examples or are not examples of concepts that have been studied, and present concepts in various forms of mathematical representation. Students with high metacognitive abilities are only able to fulfill five of the six existing indicators. Meanwhile, students with moderate metacognitive abilities can only fulfill one indicator, namely providing examples or non-examples of the concepts they have studied

FINANCIAL EDUCATION: AN APPROACH TO EVERYDAY LIFE

This highlights the importance of exploring different calculation strategies and promoting meaningful learning, as recommended by the National Curriculum Parameters (PCNs). Despite this, many students face difficulties at the end of elementary school, showing a lack of understanding of mathematical concepts and their practical applicability. The Financial Education proposal aims to fill this gap by stimulating skills such as mental calculation, estimation and analysis of the reasonableness of results. However, the constant change of context in the exercises can make it difficult for students to understand. We therefore propose the use of tasks that stimulate the production of meanings by the students, allowing for different solving strategies and promoting discussion in the classroom. In this way, Financial Education as a cross-cutting theme in the mathematics curriculum aims to prepare students to face real-world challenges, promoting a broader and deeper understanding of mathematical concepts.

The transformative potential of Artificial Intelligence for Education

Education today faces a range of challenges, but also unique opportunities, vis-à-vis the evolution of digital technologies. Traditional teaching methods struggle to meet the diverse needs of students, as classrooms comprise learners at different levels. The Education AI project represents an initiative aimed at integrating Artificial Intelligence (AI) into the classroom to address the diversity of students and the challenges faced by traditional teaching methods. The project's core objective is to enhance student learning outcomes by providing an adaptive and personalised learning experience, thereby making education more equitable and effective. This paper evaluates the project's impact on student learning, teacher workload, and its broader applicability in education. The study's methodology combines quantitative and qualitative data, employing a mixed-methods approach to provide a comprehensive analysis of the Education AI system's effectiveness. Preliminary findings indicate a notable improvement in student performance, particularly among low and medium-performing students, with quantitative data revealing an average improvement of 23% in assessments for low-performing students. The system's user-friendly interface, gamified elements, and immediate feedback mechanisms have been well-received, with a majority of students reporting enhanced engagement and understanding of mathematical concepts. Teachers have also reported positive experiences, highlighting the system's role in reducing their workload and facilitating personalised and adaptive teaching and learning. Qualitative feedback from interviews with teachers and students provides further insights into the system's impact, emphasising its varied and engaging question types, adaptivity, and the shift from paper-based to digital learning. The feedback also reveals a desire for expansion to other subjects and enhancements in the system's analytics for more targeted support.The Education AI project demonstrates the transformative potential of AI in the classroom, with significant improvements in student performance and positive reception from both students and teachers. The study highlights the importance of addressing technical challenges and expanding the system's capabilities for broader application. The project offers valuable insights into the future of education, where technology and human expertise converge to create a more personalised, adaptive engaging, and effective learning experience for all students. This initiative, underpinned by the transformative potential of AI for education, aims and informing and guiding future innovations in educational technology.

Geogebra As A 21st Century Learning Tool: A Systematic Literature Review

Learning in the 21st century requires the use of media in learning which results in new desires and interests, increases motivation and stimulation in learning, and even has a psychological effect on students. Technology-based learning media can make learning more interesting, because the use of appropriate media can help convey material abstractly, so that students can more easily understand the material. The existence of technology in learning mathematics helps students in understanding mathematical concepts. One form of math learning media is GeoGebra. This study aims to analyze the distribution of education levels, materials, and 21st century skills that are most often used in the application of the GeoGebra application as a 21st Century Mathematics learning media. The research method used was systematic literature review. The research subjects were 33 journal articles obtained from the Scopus, Google Scholars, ScienceDirect, Springer, ResearchGate, OJS (Open Journal System), and Eric databases in the last 7 years. The results showed that the study of 21st century geogebra increased in 2020 and the peak occurred in 2022 with the research method used dominated by quasi-experiments. In addition, the junior high school education level, geometry transformation material and analytic geometry of the field, as well as creative thinking skills become the most dominating and widely conducted research.

PENGARUH STRATEGI PEMBELAJARAN KONTEKSTUAL DAN KONSEP DIRI TERHADAP PEMAHAMAN KONSEP MATEMATIKA

The purpose of this study is to prove the existence of the learning effect of Contextual Teaching and Learning (CTL) strategy and the Self-Concept Toward Understanding Math Concepts Grade VIII MTs of Bangko. This research is the quantitative research, that’s the quasi-experimental. Data collection instruments such as questionnaires and tests the concept of self-understanding mathematical concepts. The research result are: (1) There is the influence of contextual teaching and learning strategies for understanding mathematical concepts. (2) There is the influence of self-concept to the understanding of mathematical concepts. (3) There were no effects of contextual teaching and learning strategies for understanding mathematical concepts to students who have a high self- concept. (4) There were no effects of contextual teaching and learning strategies for understanding mathematical concepts to students who have a low self-concept. (5) There is no interaction between learning strategy and self-concept. In this study it was found that CTL and self-concept in learning influence students' understanding of mathematical concepts, but CTL has a powerful role in increasing the understanding of mathematical concepts, regardless of whether the student is a high or low self-concept. Keyword: Contextual Teaching and Learning (CTL) Strategy, Self-Concept, and Understanding of Mathematical Concepts.

ASSESSING THE IMPACT OF FLIPPED CLASSROOM ON MATH COMPREHENSION IN PRIMARY SCHOOL STUDENTS

This study aims to evaluate the effectiveness of the Flipped Classroom learning model in improving the understanding of mathematical concepts in elementary school students. Using a quasi-experimental design with a pre-test and post-test nonequivalent control group design, data were collected from 50 sixth graders of an elementary school. The Flipped Classroom model is compared to conventional teaching methods, with students' understanding of mathematical concepts as dependent variables. Results showed significant improvements in both groups, signaling the positive impact of both teaching methods on student understanding. However, no significant differences were observed between the two methods. The study emphasizes the importance of considering a variety of factors, including technology skills, parental support, and cultural context, in choosing the right teaching method. While the Flipped Classroom offers an innovative approach, conventional methods remain relevant in specific contexts. Recommendations for future research include the use of larger samples and considering additional factors that affect learning outcomes. Overall, the research contributes to an understanding of effective teaching practices in basic mathematics education, providing valuable insights for educators and policymakers.

Introduction of Mathematics Learning Media at the Elementary School in SD Inpres Teamate, Pallantikang Village, Pattallassang District, Gowa Regency

Mathematics is one of the core subjects in elementary school and plays a significant role in the development of students' logical and analytical thinking abilities. Therefore, the need to be given guidance on the introduction of learning media in mathematics education at the elementary school level. This activity aims to introduce and integrate IT-based learning media into mathematics education at Teamate Inpres Elementary School in Pallantikang Village, Pattallassang District, Gowa Regency. The implementation method of the activity includes the development of materials, teacher training, and student mentoring using the Khan Academy and To DO Math platforms. The findings indicate positive involvement, with 90% student participation in the activity. Evaluation of the activity results reveals a significant improvement in the understanding of mathematical concepts, with 80% of students showing increased speed and accuracy in their responses. The benefits obtained include an increase in student interest in learning, improvement of teacher skills in managing IT-based learning, and enhanced collaboration between the school and the community. The conclusion of this activity emphasizes the role of IT-based learning media strategies in improving the quality of elementary-level mathematics education and strengthening community involvement in supporting educational innovation.

PENGEMBANGAN MODUL KAJIAN MATEMATIKA SEKOLAH BERBASIS PROBLEM BASED LEARNING

The aim of this research is to develop a School Mathematics Study module based on Problem Based Learning that is valid and effective. This Problem Based Learning-based module emphasizes problem solving in understanding mathematical concepts. The School Mathematics Study Module based on Problem Based Learning refers to the 4D development model, which is only limited to the Develop stage. The data collection instrument consists of a validation sheet and problem solving test questions. The trial was carried out on students of the Universitas Insan Budi Utomo Mathematics Education study program who were taking the School Mathematics Studies course. The results of data analysis show that the module fulfill the criteria for validity and effectiveness. Expert validation and module testing. From the assessment results from two experts, an average score of 3,2 was obtained, which is a very valid criterion.

Students' skills in mathematical word problems and their reading comprehension level: Basis for intervention program (June 2023)

This study aims to investigate the relationship between reading comprehension and solving mathematical word problems. Mathematics can be enjoyable yet challenging for many students. Solving word problems is a common struggle. To solve these problems, students must have strong reading comprehension skills to fully understand the mathematical information presented in text form. The researchers were motivated to conduct the study to ascertain the level of the students' reading comprehension and its impact on their performance in problem-solving. The researchers used a quantitative method in the study. The respondents were Grade 11 Senior High School students in Don Manuel Rivera Memorial Integrated National School, Pila, Laguna. The researchers calculated the sample size using Slovin's Formula which has a 5% margin of error. As a result, the researchers obtained a sample size of 118 Grade 11 students from HUMSS and STEM strand. The researchers used an adapted test questionnaire from the Project Reach Program of DepEd to measure the reading comprehension level of the respondents. On the other hand, the researchers created test questions to measure the skills of the students in solving mathematical word problems. After the data was collected, tallied, and analyzed, results revealed a significant correlation between students' reading comprehension and problem-solving skills at Don Manuel Rivera Memorial Integrated National High School. The majority of the respondents were categorized as "instructional" and "beginner," with a mean of 18.88 and 10.48. Pearson r correlation analysis revealed that pupils’ reading comprehension level is significantly correlated with their problem-solving skills. It means that students who belong to the independent level tend to have higher proficiency in solving mathematical word problems. The researchers created an intervention program in order to improve students' reading comprehension level and problem-solving skills. The researchers came up with the "CompreMath" intervention program. The "CompreMath" intervention program provides a rationale for integrating reading comprehension strategies into mathematics instruction, enabling students to develop a deeper understanding of mathematical concepts, enhance their problem-solving abilities, and make meaningful connections between mathematics and the real world.

Integration of the STEAM Approach and the Problem Based Learning Model in Mathematics Learning at the Era of Industrial Revolution 5.0

The Industrial Revolution 5.0 era demands more complex skills, such as critical thinking, creativity, collaboration, innovation and digital literacy. Learning approaches and models in mathematics learning need to be adapted to be more relevant to the needs of the times. The integration of the STEAM approach and the Problem Based Learning model is very suitable for learning mathematics in the current era of the Industrial Revolution 5.0. This research aims to analyze the integration of the STEAM approach and the Problem Based Learning model in mathematics learning in the Industrial Revolution 5.0 era. This research is qualitative research using the literature study method. Data sources are quoted from scientific articles, national and international journals, manuals and digital books and other similar things. Then the data is collected, then the data is analyzed and conclusions are drawn. The results of this research conclude that through the integration of STEAM and PBL models in mathematics learning in the Industrial Revolution 5.0 era, students not only develop a deeper understanding of mathematical concepts, but also gain skills that are relevant to the real world, such as problem solving, critical thinking, collaboration , and communication. It prepares students to become lifelong learners capable of facing complex challenges in an ever-changing society.

ANALISIS PROBLEMATIKA PEMBELAJARAN MATEMATIKA SEKOLAH MENENGAH PERTAMA

This research aims to describe problems in mathematics learning and their solutions at Kawali 1 State Junior High School. The research method used in this research is a qualitative. The research subjects were six students from class IX and two mathematics teachers at SMP Negeri 1 Kawali who taught in class IX. The research instruments used in this research were observation, questionnaires and interviews. The learning problems that have been widely researched are problems related to students, even though teachers also need to be researched, so the advantage of this research is describing mathematics learning problems for students and teachers. The results of this research show the problems of mathematics learning at SMP Negeri 1 Kawali, namely that teachers are less innovative and creative when learning, less mature understanding of mathematical concepts, low ability of students to think creatively in mathematics, and low motivation of students. An alternative solution to this problem is that teachers must continue to learn or upgrade their knowledge regarding teaching styles, methods and learning media, teachers must be able to provide scaffolding, teachers must be able to train and hone students' creative thinking skills with learning that raises everyday problems that arise. non-routine, and the teacher must provide guidance and a psychological approach and the teacher must be clever in choosing suitable learning media in conveying Mathematics subject matter.

Kemampuan komunikasi matematis siswa dikaji dari kemampuan spasial matematis di SMP

This research illustrates that mathematical communication skills are considered the most needed abilities currently supported by other mathematical abilities, one of which is mathematical spatial abilities. This research aims to characterize the communication and mathematical visualization abilities of students at Nurul Islam Middle School, Sungai Kakap, Kubu Raya. Mixed methods, combining quantitative and qualitative techniques, were used in this research. Data was collected through interviews with 23 class VIII A students and analysis of their tests. The results show that the majority of students have moderate to low mathematical and spatial communication skills. Students' effective ability to convey understanding of mathematical concepts and mathematical spatial competence in flat shapes is among the lowest. This research reveals a relationship between strong mathematical communication skills and high spatial abilities, and vice versa.

QM, molecular docking and molecular dynamics investigation on acidic phospholipase A2 2 protein and acidic phospholipase A2 3 protein with silane dimethyl

Phytochemicals and non-nutritive plant substances can protect humans from various diseases by possessing anti-inflammatory or anti-disease properties. The Andrographis Paniculata species has been the primary focus of extensive pharmacological and phytochemical research. QM concepts are being applied scientifically in chemical and biological problems, with molecular docking and molecular dynamics techniques being crucial in-silico drug development. Absorptions in Andrographis Paniculata come from charge transfer due to visible light's energy emissions, with GCMS– results indicating its chemical components possess antibacterial properties. The PES concept aids in the intuitive understanding of mathematical concepts, while RDG recreates the complete distribution of electronic pairings, including interatomic bonding regions, lone pairs, and cores. Molecular dynamics is crucial for protein-ligand docking due to its accurate binding free energy calculations and profound understanding of the dynamic nature of protein-ligand interactions.

The Influence of Augmented Reality-Based Learning Media on Understanding Mathematics Concepts of Fifth-Grade Students

The technology known as augmented reality allows the real and virtual (digital) worlds to merge. Specifically, it projects three-dimensional (3D) objects onto the surface of the real world using the medium of a camera, giving the impression that the objects are actually there. This research, thus, aims to find out how fifth-grade students at the State Elementary School of 064005 Medan understand mathematical ideas in relation to augmented reality-based learning materials. The research population was fifty fifth-grade students at the State Elementary School of 064005 Medan. The whole sampling technique was employed to collect research samples. Two classes of the elementary school, namely class V A as the experimental class and class V B as the control class, were the samples used in this research. Based on post-test data, the average learning outcome score for the experimental class was 89.00, while the control class was 79.80. According to research findings, augmented reality-based educational materials exerted a significant impact (sig. 0.05) on the understanding of mathematical concepts for fifth-grade students, with a percentage of 80.88%, so the students' answers to the augmented reality-based learning media for mathematics concepts for fifth-grade students at the State Elementary School of 064005 Medan can be classified as good. Hence, the use of media is practical and scientifically effective. These results demonstrate that students' responses to augmented reality-based learning media in understanding mathematical concepts in flat-sided geometry material are in a good category. The implication is that teachers can put more emphasis on the use of advanced technological media in understanding concepts and other mathematical skills.

PENERAPAN METODE PEER TEACHING DALAM MENINGKATKAN PEMAHAMAN KONSEP MATEMATIS SISWA

This research aims to improve students' understanding of mathematical concepts in mathematics learning with Pythagorean theorem material using the peer teaching method. This type of research is classroom action research with the research subjects being class VIII B students of SMP Negeri 3 Tabanan. This research was carried out in two cycles, with each cycle consisting of planning, action/implementation, observation and reflection stages. Data collection was carried out through tests of understanding mathematical concepts in the form of essays which were then analyzed quantitatively descriptively to determine the classification of learning activities in each cycle. The indicator of success in this research is the percentage of students' mathematical concept understanding test results in the high category. Based on research, it is known that there was an increase in students' understanding of mathematical concepts based on the results of implementation in cycle I, namely 68% which was in the sufficient category, then increased in cycle II to 80% which was in the high category. Based on the research results, it can be concluded that implementing learning using the peer teaching method can improve class students' understanding of mathematical concepts.

The Effectiveness of Learning Google Meet Assisted by the Geogebra Application to Improve Students' Understanding of Mathematical Concepts

Due to the Covid-19 pandemic, online learning has decreased the comprehension of students’ mathematical concepts.. It is very important to instill conceptual understanding in students, in order for them to think and solve problems correctly and appropriately. Students experience difficulties in learning and understanding mathematical concepts, especially when the material provides changes to different problems. This paper aims to find out how far the effectiveness of Google Meet learning is achieved with the help of the GeoGebra application to improve students’ understanding of mathematical concepts. This study uses a quasi-experimental method with sampling using a simple random sampling technique. This research was conducted in one of the high schools in the city of Bandung with the selected sample being class XI MIA 5 as the experimental class, while XI MIA 3 as the conventional class. The instrument used was the Mathematics Preliminary Knowledge test, which is a test of the ability to understand mathematical concepts. This shows that there is an increase in the ability to understand students’ mathematical concepts between the experimental class and the control class. Learning mathematics through Google Meet assisted by the GeoGebra application provides opportunities for students to be able to actively participate in mathematics learning activities through graphic visualization media. It also fosters interest, enthusiasm, and motivates the students in improving their conceptual understanding of mathematics.
 Keywords: geogebra application, google meet, understanding of mathematical concepts

Crafting Mathematical Minds by Engaging Braille-Tangible 3in1 3D Printed Geoboards Module for Visually Impaired Children

Worldwide, visual impairment and blindness stand as prevalent health challenges, exerting substantial effects on individuals and the communities they belong to. These conditions pose significant disabilities for visually impaired individuals and their immediate surroundings. Children with visual impairments encounter numerous challenges in their daily lives and learning, unlike their sighted counterparts. Nevertheless, despite these obstacles, they depend significantly on their tactile and auditory senses to glean information from their surroundings. Meanwhile, mathematics poses a unique challenge for students, as its abstract concepts can be difficult to visualize, potentially diminishing interest in the subject. Recognizing the potential of 3D printing technology to enhance visualization and interaction with three-dimensional models, this study aims to develop a module that combines mathematics in Braille with 3D printed models. The goal is to facilitate a more accessible and engaging learning experience for visually impaired children, fostering a deeper understanding of mathematical concepts. The module incorporates tactile games designed to improve focus and study habits, thereby addressing the specific needs of visually impaired learners. The module comprises 3 games as 3in1 Geoboard: Numerical Jumble, Pinpoint Placer and Geo Art. The game tools employed in this module underwent 3D design through computer-aided design (CAD) software, integrating Braille code within mathematical constructs tailored to the requirements of visually impaired children and their mathematics curriculum. Subsequently, the 3D model was transformed into a tangible object using a 3D printer. These printed objects served as educational tools within the development of an integrated module encompassing both 4IR elements and Braille components. Instructions for the game were seamlessly integrated to facilitate straightforward delivery of module content by educators. Therefore, adopting a game-based learning module approach not only proves effective for individuals who are blind but also provides visually impaired children with a practical avenue to learn Braille and enhance their understanding of mathematical concepts. This educational approach holds particular significance for visually impaired children in their daily lives while greatly revolutionize educator-coordinated learning of mathematics through engaging education for the framework of 10-10 MySTIE Socio-economic drivers.

Implementasi Lesson Study dalam Pembelajaran Matematika Kelas VI SD Negeri Karyasari 1 Menggunakan Pendekatan Model Pembelajaran Matematika Realistik (Penelitian Tindakan Kelas)

This study aims to explore the implementation of Lesson Study with the Realistic Mathematics Education (RME) approach in teaching mathematics to sixth-grade students at SD Negeri Karyasari 1. The method of classroom action research was employed to observe two cycles of teaching, involving planning, implementation, and evaluation of lessons. Data were collected through observation, interviews, and analysis of student learning outcomes. The results of the study indicate that the application of the RME approach within the Lesson Study framework can enhance students' understanding of mathematical concepts, improve learning motivation, and strengthen collaboration among teachers. This research provides valuable insights into the effectiveness of this instructional approach in the context of primary education.

EXPLORING MULTI-REPRESENTATION LEARNING APPROACH IN MATHEMATICS ELEMENTARY SCHOOL STUDENTS

The purpose of this study was to analyze the effectiveness of the multi-representation learning approach in improving the understanding of mathematical concepts for elementary school students. The inclusion criteria in this review include studies that clearly apply a multi-representation approach in primary school settings and have relevant data to evaluate. Studies that do not provide adequate data or do not meet the inclusion criteria are excluded. Sources of information used to identify these studies include various academic databases such as ERIC, Springer, Elsevier, Ebschoohost, Taylor &; Francis, the ACM Technical Symposium on Computer Science Education and MDPI publishers. The last search was conducted last month before the writing of this abstract. Methods of evaluating bias risk in included studies include methodological quality assessment, data quality control, and evaluation of the accuracy of the statistical analysis used. The main findings of the study are presented through thematic and narrative analysis, with a total of 75 scientific studies included in this review. The characteristics of relevant studies will be discussed further in the analysis which includes research content, study design, type of participants, learning domain, and year of publication. The findings show that with various forms of representation students can improve their understanding of mathematics from informal to formal levels, in addition to the fact that multi-representation learning can deepen students' understanding of complex mathematical concepts.