Mathematical Material Research Articles

Enhancing creativity skill and mathematics creative self-efficacy primary students through tasks modifying as creativity indicator

Traditional mathematics instruction frequently neglects the cultivation of creativity and creative self-efficacy in elementary school students, as it prioritizes procedural problem-solving techniques and memorization strategies. This study examines the influence of creative mathematical tasks and task modification activities as indicators of creativity on the creative self-efficacy and creativity skills of students. This quasi-experimental study consists in pretests and control groups. Whereas the experimental group participates in learning by means of creative tasks and activities that change mathematical assignments to inspire artistic thinking, the control group follows conventional teaching tactics. Interviews with students helped to compile data on their experiences throughout task modification activities, written tests including creative projects, and self-efficacy creative relieving. The findings indicated a notable enhancement in creativity skills and creative self-efficacy among students in the experimental group relative to the control group. Task modification activities engage students in advanced cognitive processes, foster the generation of innovative and adaptable solutions, and enhance their confidence in addressing mathematical challenges. This result shows that include creative mathematical activities and letting students modify their assignments will help to improve mathematics instruction and inspire early on creativity and confidence. This study proposes that in order to improve students' creative self-efficacy, teachers include student-led task modifications and problem-based task in mathematics education. The long-term consequences of this method and its relevance to other mathematical materials will be investigated in next studies.

Systematic Literature Review: Trends Computational Thinking and Mathematical Disposition in Mathematics Learning

Abstract. This research aims to provide comprehensive information on the trend of computational thinking ability and mathematical disposition in mathematics learning. The method used was a Systematic Literature Review (SLR). Data was collected by reviewing articles on computational thinking skills and mathematical disposition published in 2019-2024. There were 15 articles, nine related to computational thinking ability and six related to mathematical disposition, obtained from Google Scholar and Scopus. The results of this study indicate that the methods and research designs that tend to be used for research on computational thinking ability and mathematical disposition tend to use quantitative research with quasi-experimental design, and PBL learning models are widely used. Research on thinking ability is predominantly carried out on elementary school students but for mathematical disposition at the junior and senior high school levels with geometry, algebra, and statistics mathematics materials. Computational thinking skills and mathematical disposition are two important aspects of mathematics education that are interrelated and influence each other.Keywords: computational thinking ability, mathematical disposition, mathematics learning

THE EFFECTIVENESS OF IMPLEMENTING THE STEAM APPROACH BASED ON PROJECT-BASED LEARNING (PJBL) ON MIDDLE SCHOOL STUDENTS' SELF-CONFIDENCE AND CREATIVITY

This study aims to determine the self-confidence and creativity of Grade VIII students of SMP Negeri 33 Makassar and also to evaluate the effectiveness of implementing the STEAM approach based on Project Based Learning at SMP Negeri 33 Makassar. The research sample consisted of two classes which were then divided into a control class and an experimental class. The experimental class was given treatment in the form of applying the STEAM approach based on project-based Learning. The main instrument in this study was the researcher. The supporting instruments used were student response questionnaires, student self-confidence questionnaires, student activity observation sheets, and student creativity observation sheets. Then the data obtained is processed and interpreted. The results showed that: (1) The self-confidence of students who were taught using the STEAM approach based on Project Based Learning was better than those taught with conventional learning models. (2) the creativity of students taught with the STEAM approach based on Project Based Learning is better than those taught with conventional learning models. (3) The application of project-based Learning-based STEAM Approach is effectively applied in learning mathematics material in class VIII SMP Negeri 33 Makassar.

PKM Pembuatan Media Pembelajaran IPA dan Matematika Berbasis Bahan Lokal

Community service activities have been carried out in the form of activities to create science and mathematics learning media based on local materials for elementary school teachers at GMIT Manumuti Kupang. This activity lasted for two days at the GMIT Manumuti Elementary School Hall, Kupang Regency. The aim of this activity is to provide insight into knowledge and skills regarding making science and mathematics media using local materials. This service activity uses lecture, discussion, question and answer, simulation, practice and training methods. The results of the activity conclude (1) that this service activity has improved the skills of GMIT Manumuti Tarus Elementary School partner teachers in designing and making science and mathematics learning media based on local materials to make it easier for students to understand basic science and mathematics concepts, (2) This service activity has provided the basics of Science and Mathematics to partner teachers at GMIT Manumuti Tarus Elementary School as a concept for teaching science and mathematics material to students so that learning becomes more meaningful.

Learning Media Design for Flat-Sided Space Based on Articulate Storyline for Class VII SMP

Mathematics is a subject with quite abstract material. So, it is not uncommon to be seen as difficult by some students. The low achievement of students in understanding learning materials is because students tend to understand learning Mathematics materials procedurally not conceptually. When learning material is presented in a different form, students have difficulty in understanding the material. With the help of learning media, students have a positive attitude towards learning Mathematics. Learning Mathematics using interactive multimedia needs to be a concern for teachers to improve the learning process in the future. Therefore, the purpose of designing this learning media is to help students in understanding mathematics learning, especially the material of flat-sided space building. In addition, so that this learning media can be used in the learning process. The research was conducted with a descriptive research design. The design of interactive multimedia learning media is followed by media validation, so that the media can be used in the math learning process. There are 3 design activities carried out, namely: designing learning media in mathematics subjects, designing interactive multimedia teaching material content, designing articulate storyline-based interactive multimedia on flat-sided space building material. The design of articulate storyline-based interactive multimedia can increase the involvement of students in the learning process and increase students' understanding of the material of flat-sided spaces. From the results obtained, it can be concluded that the articulate storyline-based interactive multimedia learning media on flat-sided space material that has been designed is feasible to be utilized and developed in mathematics lessons.

Trends in Al-Qur’an-Integrated Mathematics Research: A Bibliometric Analysis of 2014-2024

This study aims to provide an overview of mathematics research integrated with the Al-Qur’an from 2014 to 2024. The method used in this research is bibliometric analysis. The data collected are 108 articles with keywords, abstracts, and research titles containing math and Al-Qur’an. The data was obtained from the Google Scholar database downloaded through the Publish or Perish (POP) application. Then, the data was checked, sorted, analyzed, and visualized with the help of Ms. Excel and VOSViewer applications. The results showed that the trend of research related to Al-Qur’an-integrated mathematics has increased from 2014 to 2024. In addition, this study maps various Al-Qur’an-integrated mathematics research based on the type of publication, publication period, researcher productivity, type of research, integration model, mathematics material, and themes from the Al-Qur’an used. This research is useful in providing mapping, providing an overview of current trends, and providing interrelationships between topics in integrated mathematics research.

Mathematics teachers opinions after training on educational neuroscience

Educational neuroscience is a multidisciplinary field established to provide assistance to students by bringing together neuroscience, cognitive psychology and pedagogy. With the development of this field, it is likely that different approaches such as the creation of student-centered education models that appeal to different intelligence types will be applied in education. Educational neuroscience aims to understand the practices and methods in education by examining brain activity, learning processes and mental functions, and thus to create a more supportive learning environment in school environments. One way to adapt the findings obtained from neuroscience studies to education is to first inform the teacher about the basic information of the educational neuroscience approach. In this direction, the aim of the research conducted is to examine the views of mathematics teachers after the training application on educational neuroscience. In this study, a case study, which is one of the qualitative research methods, was preferred. The data of the study were obtained from mathematics teachers working in different schools, determined through easily accessible case sampling, which is one of the purposeful sampling methods. The teachers participating in the research consist of 10 people, 2 of whom have a master's degree, 1 of whom is doing a master's degree, and 7 of whom have a bachelor's degree. The findings reveal that teachers have a positive perception of the connection between neuroscience and education. In addition, the teachers particularly emphasized that educators, neuroscientists and other relevant experts should work together for the development and applicability of educational neuroscience. Teachers commented on the application of neuroscience data to educational practice in terms of mathematics lessons, such as making mathematical knowledge permanent and determining which students should use mathematical teaching materials more. It is recommended that teachers and researchers work collaboratively to advance the developing field of educational neuroscience.

Manipulative interactive didactics with puzzles: An effective solution for overcoming junior high school students' learning obstacles to quadrilateral materials

The study of learning obstacles is essential to develop students' competencies and improve the quality of learning that is responsive, inclusive, and relevant in the 21st century. The purpose of this study is to identify learning obstacles related to misconceptions regarding quadrilateral material and students' mathematical creativity, and to find effective empirical didactic designs to overcome these learning obstacles. The research methodology used is didactic design research (DDR), which consists of four frameworks: Initial data collection, prospective analysis, metapedidactic analysis, and retrospective analysis. These stages are cyclical. The study involved 172 junior high school students and six model teachers. Data was collected using the quadrilateral writing creativity test, interviews, documents, and field notes. Data analysis was conducted simultaneously using quantitative and qualitative approaches. The study produced empirical didactic designs, namely manipulative interactive didactics with puzzles, which are equipped with a guide for teachers to manage learning. This empirical didactic design includes seven frameworks that have been shown to be effective in overcoming didactic and epistemological barriers—scaffolding, questioning skills, brainstorming, learning opportunities, conceptual representation of mathematical creativity, misconceptions, and concept representation. Teachers can implement or adapt this empirical instructional design for use in geometry subtopics or other mathematics materials. For instance, they can use it for subtopics such as flat shapes with the same area, spaces with the same volume, or spaces with the same surface area.

Validity and Reliability of Mathematical Reasoning Ability Instruments in High Schools with Winsteps

The mathematical reasoning ability in understanding mathematical material in high school students still has not touched perfect scores. A valid and reliable instrument is needed in measuring mathematical reasoning skills in students. Validity and reliability testing of the instrument is carried out to ensure whether an instrument can be used to provide accurate results in a measurement being performed. Therefore, this study aims to determine the level of validity and reliability of mathematical reasoning skills in students using Winsteps. The method used in this study is a quantitative survey method, with 252 respondents in high schools in Jakarta. This study uses 3 indicators that are a reference in measuring the mathematical reasoning ability possessed by students. The validity test on the instrument shows that all items on the instrument are valid because they meet the criteria of MNSQ, ZSTD, and Pt Mean Corr except for item 1 which has a ZSTD value of > 2.0 and item 3 has a ZSTD value of < -2.0. Meanwhile, the reliability test obtained an Alpha Cronbach calculation of 0.74 which means that the value of the reliability item is high so that the instrument is declared reliable for use. The DIF analysis using winsteps shows that all question items used in the instrument are valid because none of the question items contain bias referring to the DIF Analysis criteria, namely the DIF Contrast value > 0.5 and the probability value < 0.05 where all the value of the question items actually obtained a DIF Contrast value of < 0.5 and a probability value > 0.05.

수학 학습 촉진을 위한 애니메이션 자료 제작 연구: 파이썬 라이브러리 Manim을 기반으로

Objectives The purpose of this study is to propose guidelines for producing animation materials as a way to help students understand the characteristics of mathematics and mathematical concepts and principles, and to in-troduce Manim, an effective mathematics animation material production tool. Methods We investigated animation production principles that can be helpful in the math animation production process, and applied them to already produced math animation materials to find out their suitability as math ani-mation production principles. In addition, the scope of GeoGebra's animation implementation functions, which are used in the production of mathematical materials, was confirmed, and the possibilities of supplementing the limi-tations of various functions revealed here were explored through Manim. and we looked at the process of produc-ing animation materials using Manim and the results. Results As a result of analyzing whether the animation production principles adopted and applied are valid for the production of mathematics animation materials, we found some requirements that should be modified and sup-plemented from the perspective of mathematics education, and derived improved guidelines for the production of mathematics animation materials. GeoGebra, one of the production tools, has an animation composition func-tion, but there were limitations in its implementation functions, such as setting text condition input and repeating the target hiding operation. In comparison, although Manim requires an understanding of basic Python grammar, it was found to have great advantages in producing mathematical animation materials, such as intuitive com-mands, convenient property change function, free expression ordering, and various animation effects. Conclusions Previous animation production research has not sufficiently considered the abstract nature of math concepts. accordingly, the need for improved guidelines that cover the expression of mathematical concepts, and the use of formulas as the main object of animation has emerged. GeoGebra has limitations in its animation com-position function, so the need for it is increasing along with the expansion of new mathematical animation material creation tools that go beyond that function. accordingly, it was confirmed that Manim, which uses simple com-mands as an alternative production tool, is a very specialized tool for creating mathematical animations.

MATHEMATICAL CONCEPTS FOR ELEMENTARY TO SECONDARY SCHOOL FOUND IN THE AL-JABBAR MOSQUE: AN ETHNOMATHEMATICS STUDY

A meaningful learning process for students can be done by linking mathematics with real contexts and applied with approaches that are in accordance with the characteristics of students. Ethnomathematics studies include various forms of cultural products related to mathematical concepts and activities in the form of buildings, artefacts, social activities, or in various cultural products. In this study, mathematical concepts will be studied in the form of buildings architecture, namely the Al-Jabbar mosque. This research aims to find mathematical concepts in the Al-Jabbar mosque that can be raised in the learning process in the classroom. The method used is qualitative research. Data analysis techniques with literature study, documentation, field observation, and document analysis. The results of the study are many mathematical concepts contained in the Al-Jabbar mosque and can be raised in classroom learning, namely the concept of area under a parabolic curve, parabolic curve equation, integral, geometry transformation (rotation, dilation, reflection, translation), one-dimensional geometry concepts (point, lines and angles), two-dimensional geometry (various triangles, quadrilaterals, circles), three-dimensional geometry (Hemisphere, prisms, tubes), and number patterns. All concepts found are important materials in learning mathematics in elementary to secondary schools so that they can be integrated in the mathematics learning. Keywords: Ethnomathematics, Al-Jabbar Mosque, Mathematical Concepts, Elementary School, Secondary School.

LEARNING MATHEMATICS IN TELUKDALAM MARKET: CALCULATING PRICES AND MONEY IN LOCAL TRADE

This study aims to develop a contextual mathematics learning method using the market as a learning medium in Telukdalam. The main focus of the research is to enhance students' abilities in calculating prices and money within local trade. Through this approach, students not only learn basic mathematical concepts but also relate them to real-life situations they encounter in their daily lives. A literature review method is employed to examine relevant literature on contextual mathematics learning and the importance of social interaction in the learning process. The results indicate that learning experiences in the market can enhance students' motivation and understanding of mathematical material. Additionally, this learning approach enriches local social and cultural values, leading students to appreciate their environment and traditions more. It is hoped that the findings of this study will contribute to the development of a more relevant and contextual mathematics curriculum.

Developing the Competence of Using Tools and Materials in Learning Mathematics for 4th-Grade Students in Geometry and Measurement Content

In Vietnam's general education program, Mathematics is a significant tool for many other subjects. Mathematics originates from practicality and serves as the "key" in most human activities, as well as in learning other subjects. In teaching Mathematics, teachers not only guide students to acquire knowledge but also form and develop students' abilities and intellectual qualities, training their critical thinking and creativity. The ability to use tools and learning materials for Mathematics is one of the five components of mathematical competence in the 2018 Mathematics curriculum for general education. This article focuses on proposing some basic measures to develop and nurture the ability of using tools and materials in learning Mathematics for fourth-grade students through teaching Geometry and Measurement content.

Development and validation of contextualized learning material in mathematics (Bikol Central) for kindergarten

Development and validation of contextualized learning material in mathematics (Bikol Central) for kindergarten

Development of Interactive Learning Video Media to Improve Mathematical Representation Ability on Data Presentation Material

One of the main challenges in learning mathematics is overcoming students' difficulties in understanding abstract mathematical material and the lack of engaging and interactive teaching methods. The aim of this research is to develop interactive learning videos that are valid, effective, and practical. This Research and Development (R&D) study uses the ADDIE model. The research subjects were 15 students of class VII A MTsS Ash-Shalihin.. The results of the study show that the interactive learning video is highly valid with a score of 3.7 from expert evaluations. Teacher responses received a score of 3.67, which is categorized as very practical, while student responses received a score of 3.34, indicating that the video is very effective. The t-test and N-Gain test showed a value of 0.67, indicating an improvement in students' mathematical representation abilities in the moderate category. Thus, the learning video has proven to be effective.

A systematic review and meta-analysis of intervention studies on mathematics and science pedagogical content knowledge

Pedagogical content knowledge (PCK) has been considered as professional knowledge that teachers need to effectively instruct students. Empirical studies have been conducted to enrich teachers' PCK through interventions such as professional development programs. In this study, we conducted a systematic review and meta-analysis of studies about PCK interventions and their quantitative evaluation among mathematics or science teachers at the elementary and secondary education levels. We identified 101 effect sizes (42 for multiple group comparison designs and 59 for multiple time point comparison designs) and found that the interventions had a positive effect in both designs. The results of the meta-regression analysis showed that in the multiple group design, the effects differed by intervention target, with higher scores for the PCK intervention than for the CK-only intervention, and in the multiple time point design, the effects differed by subjects treated, with higher scores for the science materials than for the mathematics materials. These results not only demonstrate the average effectiveness of previous studies aimed at improving teachers' PCK but also provide insights into effective designs for professional development methods that promote PCK acquisition.Systematic review registrationhttps://osf.io/vf4hq/?view_only=068483e4e82c42cd994e2c8174bd0a64.

The Development of Contextual Approach E-Modules to Improve Students’ Mathematical Problem Solving Ability on Junior High School

This study aims to develop an E-Module that can be used by teachers to support the learning process so that students more easily understand material in interactive mathematics at SMPN 4 Cipeundeuy. In order to do so, this research using research and development (Reaserch and Development) with the 4D development model (Define, Design, Develop, and Disseminate). Research conducted using this model is limited to step 3 (Define, Design, Develop) due to time and cost constraints during the research. The subjects of this study were class IX students for limited trials and class VIII students for wide trials. The data that has been collected is then analyzed using Microsoft Excel. The results of the study on the feasibility of teaching materials were seen from the results of the assessment of lesson plans, worksheets, and media with a percentage of 93.80% and the results of assessments by two mathematics teachers with a percentage of 89%. Teaching materials were tested for practicality using a student response questionnaire with a percentage of 90%. Thus this teaching material can be implemented and can be used. The results of this study can be categorized as valid, practical, and very feasible because they have received a good due diligence.

Analysis of Mathematical Connection Ability and Self-Confidence on Junior High School Students

This research is motivated by the importance of students’ mathematical connection abilities and self-confidence in learning mathematics. Mathematical connection ability is an important factor in understanding mathematical concepts. The aim of this research is to analyze the level of students’ mathematical connection abilities and junior high school students’ self-confidence. The method used in this research is a descriptive-qualitative method. The research subjects were 37 students in class VIII-C of SMPN 3 Margahayu. The instruments used were four items of mathematical connection test material on the System of Two-Variable Linear Equations and non-tests of students’ confidence in learning mathematics. The results of the analysis show that the average score of all mathematical connection ability test questions in indicator 1 using relationships between mathematical topics is 5%, indicator 2 is understanding equivalent representations of the same concept (36%), indicator 3 uses mathematics in everyday life (52%), and indicator 4 uses mathematics in other subjects (27%). So the average is 30%. So the students’ mathematical connection ability is included in the low category. Most students are unable to solve problems with indicators using relationships between mathematical topics. This is shown by the results of the mathematical connection ability test; students did not connect optimally. But in learning mathematics, students already have good self-confidence.

CLASSPOINT APPLICATION AS A DIGITAL TRANSFORMATION IN MATHEMATICS EDUCATION

The transformation to a digital platform allows the utilization of interactive tools that can create fun learning and motivate students to follow the learning process. Another tool is needed to support the learning process in understanding the material. This study aims to create learning that can motivate students through the ClassPoint application. This research is quantitative descriptive research with the research subjects of 31 first-semester students of the Informatics Engineering study program in one of the universities in East Java. The instruments used in this research are activeness set in ClassPoint, assessment results from student assignments, and response questionnaires. The data analysis technique was carried out by classifying student activeness according to the criteria, while the task results were analyzed based on the scores obtained by students. The data analysis results indicate that students are highly engaged in mathematics learning through the ClassPoint application because 74% were active and 26% were very active. It effectively helps them master mathematics materials since 90,3% of students got 80 or above as their assignment score. Students’ responses to mathematics learning are positive.

Pengembangan Buku Guru Matematika SD Berbasis Kognisi

The books available can be said to be good, but there are still many teachers who have difficulty conveying the material to elementary school students. Many teachers also do not pay attention to children's cognitive development, so that mathematics learning is less enjoyable and students are less motivated. With the development of this Mathematics Teacher's Guidebook, it makes it easier for teachers to explain concepts from mathematics material. The aim of this research is to create a Grade 3 Mathematics Teacher's Guidebook, as well as determine the feasibility of the Mathematics Teacher's Guidebook. This research uses descriptive qualitative and quantitative methods. The instruments used in this research are the results of observations, teaching reflections, tests, questionnaires, Learning Implementation Plans (RPP). Qualitative data analysis techniques by reducing data refer to selecting, focusing, simplifying, abstracting and transforming "raw data" that occurs in written field notes. For quantitative data analysis, the population of grade 3 SD Muhammadiyah Warungboto Yogyakarta. Data collection techniques use tests. The quantitative data analysis technique uses the Wilcoxon Test. The assessment carried out by lecturers and teachers on the book is in the very good category, meaning it is suitable for use in elementary mathematics learning. Teachers are easy to convey the material so that elementary school students no longer experience difficulties in understanding concepts in Mathematics lessons. Keywords: Books, Mathematics, cognition