Mathematics Learning Activities Research Articles

Designing and Testing a Contextual Factors-Based Teaching and Learning Model for Blended Mathematics Instruction

The study employs design-based research (DBR) to design the mathematics teaching and learning activity model (M-TLAM) for blended learning instruction in a Tanzanian higher education context. This model utilises contextual factors, including ICT tool usage, collaborative learning with metacognitive activities, and local culture, to determine how optimising these factors boosts math students’ motivation and achievement. Two DBR phases were conducted, of which Phase 1 lasted for two weeks and Phase 2 an entire semester. To evaluate M-TLAM in real-life learning settings, experiments were conducted with 225 first-year undergraduate students and seven lecturers at the College of Business Education in Tanzania. Experimental data were collected from pre-and post-tests, interviews, and questionnaires administered to students and lecturers. The study examined the perceptions and motivation of the participating lecturers towards using the M-TLAM in mathematics education and the factors influencing student motivation, academic achievement, and experience towards business mathematics courses. The evaluation results are promising and show that the M-TLAM implementation can potentially improve students’ motivation and academic achievement. In addition, the pedagogical experiences of students were primarily positive, and student’s attitudes towards the business mathematics course through M-TLAM were more favourable than those of students who studied the course via traditional methods. Cultural, technological, and instructional Factors contribute to students’ improved motivation. Lectures demonstrated a cheerful disposition towards the potential of the M-TLAM for enhancing teaching and learning activities. The contributions of this study are highlighted through the implementation of the M-TLAM for blended learning and through the design principles and guidelines provided towards its effective implementation.

Implementing Blended Learning within the TPMK Framework to Enhance Mathematics Teachers' Competence

The post Covid-19 pandemic opens opportunities for teachers to conduct innovative studis in the context of mathematics education. The blended learning model has become the primary choice implemented by teachers during mathematics learning activities in schools. However, discourse related to this matter is still limited. This research investigates the impact of implementing the blended learning model on the Technological Pedagogical and Mathematics Knowledge (TPMK) of mathematics teachers in Madrasah Aliyah (MA) in Indonesia. post-Covid-19 pandemic. The research focuses on aspects of blended learning implementation, the level of TPMK of teachers, and the extent of its impact on the professional development of mathematics teachers. The research method used is correlational design, with data collection conducted through questionnaires given to MA teachers. The results show that implementing blended learning has a significant positive impact on improving the TPMK of mathematics teachers. Research recommendations include expanding training programs for teachers in technology integration, improving digital infrastructure in madrasas, providing incentives for learning innovations, and enhancing cooperation among madrasas. The implications of this research are crucial in providing significant contributions to the development of mathematics education in the madrasah environment. This research can be a foundation for developing more effective educational strategies and policies, particularly in facing and adapting to post-pandemic learning changes.

Penerapan Media Pembelajaran Audio Visual Berbasis Canva untuk Meningkatkan Motivasi dan Hasil Belajar Siswa dalam Mata Pelajaran TIK

Mathematics learning activities at SMP Negeri 4 Ciawigebang in general still use textbooks or package books as one of the references used. The school where the research was conducted still uses package books as a learning medium and the method used uses the lecture method, so that in this case Mathematics learning becomes monotonous and less interesting and less motivating to students. This research aims to improve mathematical skills by using Scratch media. The research method used is quantitative with a quasi-experimental type using a research design, namely pretest posttest control design which was carried out at SMP Negeri 4 Ciawigebang. The population used in this study is students in grades 8b and 8e with a total of 54 students. Data collection techniques through observation, tests and questionnaires. The analysis of research data uses a t-test. The results of the analysis showed that there was a change in the improvement of student learning outcomes after the application of scratch learning media to the material of the two-variable linear equation system in mathematics in grade VII of SMP Negeri 4 Ciawigebang

Analisis Penerapan Pembelajaran Berdiferensiasi dengan Model Problem Based Learning Pada Mata Pelajaran Matematika Kelas V SDN Pandean Lamper 04

Education is a conscious effort in creating a learning environment and a pleasant process so that students actively develop their potential. Differentiated learning is one of the strategies that teachers can use to meet the needs of each student. Mathematics learning activities for some students are scary lessons, because they are not in accordance with their wishes. One way to make students active in learning Mathematics is to have a problem-solving-based learning model, so that learning is not only centered on teachers and students can solve problems related to mathematics. The purpose of this study is to determine the application of differentiated learning with the Problem Based Learning (PBL) model in Mathematics learning in grade V SDN Pandeanlamper 04 on measuring and comparing angles. The subjects of this study are 26 students. The research method used is qualitative descriptive. Data were obtained from classroom observations during learning and documentation results. Based on the results of the study, it was shown that teachers used differentiated content and processes in the implementation of differentiated learning. The grouping of students based on learning styles is visual, auditory, and kinesthetic. The application of the PBL model is used so that students can solve problems related to mathematical problems, especially in the material of measuring and comparing angles.

Development of Mathematics Learning Activities Using Mathcitymap at Sindu Kusuma Edupark to Learn Contextual Problem-Solving

Contextual problem-solving abilities are very much needed in processes in the 21st-century era and can be done by providing meaningful experiences. This can also be called Outdoor Learning, namely involving students directly in the learning object. One application that can help learning outside the classroom is MathCityMap. This research raises the context of using ethnomathematics-based MathCityMap located at Sindu Kusuma Edupark. Sindu Kusuma Edupark is an educational tourist attraction located in Sleman, Yogyakarta. This research aims to develop students' contextual problem-solving abilities in mathematics learning using the MathCityMap application at the junior high school level. This research uses a type of development research called Research and Development (R&D). The method in this research refers to the 4D method which consists of 4 stages: definition, design, development, and dissemination. The results of this research are a series of learning activities using the MathCityMap application in the context of the Sindu Kusuma Edupark tourist attraction which colleagues have tested. The average assessment result is 80.5% with the feasible category. Based on these results, it was concluded that the MathCityMap activity developed by this researcher could be implemented in mathematics learning.

Application of STAD Model Cooperative Learning To Improve Mathematics Learning Activities of Grade VI Students of SDN XI No. 40 Blimbing, Malang Regency

The implementation of education in schools makes various kinds of lessons to students that must be taken in realizing their ideals. The subjects received and taught to students must be developed and improved in accordance with changes in the school curriculum. The purpose of learning mathematics is expected that students are able to provide knowledge to learn and understand mathematical concepts and be able to apply scientific methods that provide process skills to solve problems in everyday life. Based on research conducted by researchers for two weeks in the field from the 03rd to the 15th, researchers managed to collect some data that the number of samples studied was 26 students in a column and read the pressure in the table of the average value r product moments with a signification level of 5% we will find the number 0.388. This number shows the signification limit number, while the average calculated value of 0.8915 means that the relationship between the learning outcomes of cooperative students and non-cooperative groups through the STAD model cooperative learning is quite good. Because the calculated value obtained by r = 0.8915 means that jau is above the signification limit of 0.388. According to the results of the data analysis obtained, the relationship between the learning outcomes of cooperative students with non-cooperative groups with the cooperative learning strategy of the STAD model is very significant between the learning outcomes of cooperative students of group X with the learning outcomes of non-cooperative students of group Y.

Efforts to improve mathematics learning outcomes using the Realistic Mathematics Education (RME) learning model assisted by student number card media Class IV SDN-1 New Kasongan

Background: Mathematics is a universal science that underlies the development of modern technology, has an important role in various disciplines and advances human thinking. There are still many students who seem less motivated, The results of initial observations at SDN-I Kasongan Baru show that interest in learning is low and tends to do things that are beyond their obligations as students, both in the learning process in class and outside the classroom. So the researcher concluded the need to apply a realistic mathematics education learning model assisted by card media to improve student learning outcomes. Objectives: This study aims to: (1) Determine the Mathematics learning activities of students and teachers using the Realistic Mathematics Education (RME) learning model in grade IV SDN-1 Kasongan Baru, (2) find out the improvement of learning outcomes with the Realistic Mathematics Education (RME) learning model. Method: This study uses the type of PTK research with the Realistic Mathematics Education (RME) research model. This research was carried out in grade IV of SDN-1 Kasongan Baru in the even semester of the 2023 academic year with the subjects of the study being 21 grade IV students. Data collection is carried out by Observation and Test methods. Data analysis uses qualitative and quantitative. Results and Dıscussion: The results showed that: 1) teacher and student activity after the observation results in cycle I showed that the average activity score of teachers and students was in the range of scale 2.7 and 2.9 with a fairly good category while in cycle II the observation results of teachers and students increased in the range of 3.3 and 3.3 with good category, 2) there is an improvement in Mathematics learning outcomes after applying the Realistic Mathematics Education (RME) learning model in grade IV SDN-1 Kasongan Baru. Conclusion: The realistic Mathematics Education (RME) learning model assisted by number card media can improve the mathematics learning outcomes of grade IV students of SDN-I Kasongan Baru.

Pengembangan Board Game Catur Matematika Sebagai Media Pembelajaran Pada Materi Matriks Serta Barisan Dan Deret

Nowadays, technological developments are very fast and sophisticated. This development has an impact on interactive learning in schools. Therefore, learning media is needed that is in line with the development of this technology. The goal is to make students more enthusiastic again. The aims of this research are: (1) to determine students' activeness in teaching and learning activities in mathematics for class XI students at SMAS Budaya Jakarta. (2) can produce interactive learning through this board game learning media with matrix material and rows and rows for class XI students at SMAS Budaya Jakarta. This development research method uses the ADDIE model analysis steps (Analysis, Design, Development, Implementation and Evaluation) because this step has an innovative and systematic system, thereby enabling researchers to achieve research objectives.

Bagaimana Hubungan antara Belief in Math dan Metode Project Based Learning dalam Pembelajaran Matematika?

Belief in math is a students' attitudes toward mathematics, where students can give a positive or negative response to the mathematics learning activities. Students are given a math problem and when complete it, they will think first, then by the time students are expected to make sure the answer and concepts used are appropriate. Any given cultivated mathematical problems always follow the real-world context in which the students participate actively and creatively. The task of project-based learning that given by the teacher to the students is one of some ways to solve the problem and make the students understand on their own way. This method was literature review that used to find out the relationship between student belief in math and learning mathematics using project based learning method. The relationship between belief in in math and project based learning is in their project learning that consists of several steps on their application aims to help students further develop, not only in knowledge but also belief in math student as the passage of the process of the project, students will be challenge theirself and trust to himself to completing their own projects.

Exploring Design Principles for STEAM Learning Activities Development by Science and Technology Teachers

This study explored the design principles of science, technology, engineering, arts, and mathematics (STEAM) learning activities developed by science and technology teachers for classroom practice. Through a qualitative approach, interpretive paradigm, and design-based research, 12 Bachelor of Education honours degree students were conveniently sampled. Data were collected by means of reflections and development of learning materials through the analysis, design, development, implementation, and evaluation (ADDIE) model. The study followed the design-based research stages of needs analysis, development, testing, and reflection to produce design principles, and it was underpinned by the learning theory of constructionism. The findings showcase the design principles to include design thinking, finding solutions for learning problems, creativity, and innovation applied to instructional design. The study recommends the use of design thinking pedagogies in developing teacher knowledge on STEAM classroom practice.

Teaching quality in kindergarten: professional development and quality of adaptive learning support enhances mathematical competency

Adaptive learning support provided by kindergarten teachers before and after (macro-adaptive learning support) as well as during mathematical learning activities (micro-adaptive learning support) is a cross-cutting concept of teaching quality. Effective adaptive learning support enhances children’s learning. However, providing it is challenging and teachers need professional development (PD) to improve the quality of their support. This study investigates the mediating role of teaching quality between PD programs for kindergarten teachers and the development of children’s mathematical competency. 122 kindergarten teachers and their 825 pupils participated in the study. The teachers were randomly assigned to three groups. Two groups attended PD sessions designed to foster either macro- or micro-adaptive learning support. The third was the materials-only control group. The data was analyzed using a self-developed rating instrument focusing on generic and domain-specific elements of teaching quality related to macro- and micro-adaptive learning support. The multilevel latent change model analysis revealed that the PD programs had positive and significant effects on the teaching quality of kindergarten teachers. A significant positive relationship was also found between micro-adaptive learning support and changes in children’s mathematical competency. However, an indirect effect of teaching quality could not be detected, and the PD programs did not have a total effect on children’s mathematical competency. The study reinforces the importance of PD that specifically targets macro- and micro-adaptive learning support for kindergarten teachers. The mediation between PD and mathematical competency development requires further investigation.

Pengenalan Media Pembelajaran Jaring-Jaring Kubus Berbasis 3D Pada Materi Bangun Ruang Kubus Di SDN Aman Damai

Mathematics learning activities in elementary schools are generally still monotonous and the lack of use of learning media in helping teachers convey lesson material. The purpose of community service activities is to introduce 3D based learning media to students of SDN Aman Damai about Cube Building which include nets, and elements of cube building. The method used in community service activities is the Service Learning method. The results of the implementation of community service activities are an increase in students' understanding of cube building material and students' enthusiasm in learning mathematics. The conclusion of community service activities is that 3D based learning media helps teachers to visualize the shape of the cube physically or real.

Formation of motivation of cadets of fire-technical specialties to study mathematics

Formation of motivation of cadets of fire-technical specialties to study mathematics

Exploring the Effects of Technology-Related Informal Mathematics Learning Activities: A Structural Equation Modeling Analysis

AbstractDespite the burgeoning adoption of informal learning in people’s daily lives, the actual effects of informal learning activities, especially technology-related informal learning activities, are much less reported than those of formal learning. Furthermore, there is a notable lack of research on the effects of technology-related informal mathematics learning activities (TRLA). This study aims to propose and validate a new model which illustrates the effects of TRLA on four constructs: mathematics self-efficacy (MSE), mathematics interest (MI), self-regulation in mathematics learning (SR), and teacher-student relationship (TSR). Adopting a quantitative cross-sectional survey approach, 460 students were investigated. The data were analyzed employing two-step structural equation modeling. Our findings demonstrate the direct effects of TRLA on MI and SR as well as the indirect effects on MI, MSE, and TSR. This study advances the understanding of technology-enhanced informal learning, which is an emerging perspective of technology-enhanced learning.

IMPLEMENTASI MODEL PEMBELAJARAN COOPERATIVE LEARNING TIPE JIGSAW DALAM MENINGKATKAN AKTIVITAS DAN HASIL BELAJAR MATEMATIKA

The aim of this research is to determine the increase in students' Mathematics learning activities and outcomes by implementing the Jigsaw type cooperative learning model in class XI IPA.1 of SMA Negeri 1 Ampel for the 2021/2022 academic year. The research was carried out in the even semester of the 2021/2022 academic year for 2 months, namely from April to May 2022. The data collection method in this research used the test method and observation method. Data collection tools include test items, observation guidelines, and test results sheets. The research results are presented as follows: (1) Implementation of the Jigsaw type cooperative learning model can increase the mathematics learning activities of class XI IPA.1 students at SMA Negeri 1 Ampel for the 2021/2022 academic year. The student activity score in cycle I was 6.86 (fair), cycle II was 7.43 (good) and cycle III was 8.29. (2) Implementation of the Jigsaw type cooperative learning model can improve the mathematics learning outcomes of class XI IPA.1 students at SMA Negeri 1 Ampel for the 2021/2022 academic year. The number of students who achieved the KKM score in cycle I to cycle III was 18 people or 95%. Apart from that, the average class score in cycle I was 73.46; in cycle II was 74.62; and in cycle III it was 77.31.

Efforts to Increase Mathematics Learning Activities and Achievements Through the Application of Game Methods in Class VI of SD Negeri 327 Sinunukan, Sinunukan District

This research was carried out for 2 months using the game method in an effort to increase activity and mathematics learning performance for class VI students at SDN 327 Sinunukan, Sinunukan. The research was carried out in two cycles. The data collection technique is through observation sheets at each meeting by observers to see data about learning activities, while data about learning outcomes is obtained through daily test scores and student mathematics learning achievements in cycles 1 and 2. The results obtained from PTK through the game method model, show The increase in student activity results, especially in activities for preparing places, materials and tools, was 55.56%, activities for expressing ideas were 66.67%, activities for reading game rules and books were 74.04%. Based on student mathematics achievement data, the class average score in cycle I was 69.62, increasing to 73.51 in cycle II. The percentage of students who achieved the completion standard also increased in cycle I by 88.88% (Good Category), increasing to 100% (Special Category) in cycle II.

Digital Media Based On Quantum Learning to Increase Learning Motivation and Student Learning Activities In Mathematics

Learning with the quantum learning model is one of the learning methods in its implementatied Learning with the quantum learning model is one of the learning methods in its implementation enjoy being more active in discussing and working together in class. This study aims to determine the effect of the application of the quantum learning model on increasing student motivation and learning activities. This research is experimental quantitative research consisting of two classes, namely the control class and the experimental class. Data collection instruments used questionnaires.Data analysis used in this study is a descriptive test, normality test, and paired sample test. The results of the normality test (Shapiro-Wilk) for learning motivation of the control class and experimental class amounted to 0.147 greater than 0.05 and for learning activities of the control class and experimental class amounted to 0.362 greater than 0.05. T-test for learning motivation showed that the improvement of the experimental class was higher than the control class (t = -0.785 p = 0.220 > 0.05) and the SE value of Cohen's d (0.317). The T-test for learning activities showed that the increase in learning motivation of the experimental class was higher than that of the control class (t = -2.506 p = 0.009 < 0.05) and the SE Cohen's d value (0.194).That's whybased on the results show that the quantum learning model can increase student learning motivation.

ICT Integration in Mathematics Teaching and Learning Activities: A Literature Review

This review aims to assess the current state of knowledge on the role of ICT in teaching and learning mathematics, with the goal of identifying effective approaches and strategies that can be employed to enhance mathematics education through the use of ICT. It also focuses on the possible advantages of ICT integration in mathematics instruction. The study followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines to review the related literature. The related literature was searched using key terms such as "ICT," "mathematics education," and "teaching-learning activities" in electronic databases such as ERIC, Google, Google Scholar, Scopus, and Web of Science. The search was limited to 22 articles published from 2015 to 2023. The findings of this study show that the attitude of teachers and students toward using ICT in teaching and learning mathematics was found to be positive; however, they faced the problem of integrating ICT in mathematics in the fields of algebra, statistics, vectors, geometry, and analysis. To effectively integrate ICTs into mathematics instruction, educational institutions must offer the necessary training to teachers.

Improving Mathematics Learning Activity and Outcomes through the Culturally Responsive Teaching (CRT) Learning Approach for Class VII Middle School Students

The choice of learning approach carried out by the teacher can influence student activity and learning outcomes. This research aims to determine the application of the Culturally Responsive Teaching (CRT) approach in improving the activity and mathematics learning outcomes of class VII junior high school students. The subjects in this research were students in class VII-A of SMP Negeri 3 Sidoarjo for the 2022/2023 academic year, totaling 32 students. This research uses a research method in the form of Classroom Action Research (PTK) with 2 cycles and each cycle consists of 4 stages, namely the planning stage, action implementation, observation/observation, and reflection. Research data collection techniques include observation, tests and documentation. The results of the research showed that student learning activity in the pre-cycle was still in the low activity category, namely with a percentage of 51.95%, then in cycle I it increased to the moderate activity category with a percentage of 67.09%, and in cycle II it again increased to the high activity category. with a percentage of 79.10%. The percentage of students' classical mathematics learning outcomes in the pre-cycle was 43.75% (14 students in the complete category out of a total of 32 students), then in cycle I it increased to 75% (24 students in the complete category out of a total of 32 students), and in cycle II experienced another increase reaching 81.25% (26 students in the complete category out of a total of 32 students). Based on these results, it can be concluded that the application of the Culturally Responsive Teaching (CRT) learning approach can increase the activeness and mathematics learning outcomes of class VII-A students in the statistical material of presenting data at SMP Negeri 3 Sidoarjo for the 2022/2023 academic year.

Efforts to Improve Student Learning Outcomes in Class IV Mathematics Subjects Using the Demonstration Method at SDN Banjarsari 1

This research aims to describe the increase in students' learning activities in mathematics on adding and subtracting fractions through the demonstration method. The location chosen for this research was Class IV of SD Negeri Banjarsari 1, Cipocok Jaya District, Serang City with a total of 30 students consisting of 15 male students and 15 female students. Class IV of Banjarsari 1 State Elementary School, Cipocok Jaya District, Serang City is the place of work for researchers. The research method used is demonstration. This research was carried out in two action cycles and each cycle consisted of stages of planning, action implementation, observation and reflection. The learning outcomes obtained include the average learning result score for cycle II which is 75 with the highest score being 100 and the lowest score being 40. Apart from that, the level of learning completeness in cycle II reached 80% which turned out to be higher than the classical completeness requirement of 80%. Therefore, there is no need for learning treatment in the next cycle.