Mathematics Teaching Materials Research Articles

Optimalisasi Pemanfaatan Media GeoGebra dan Lembar Kerja Peserta Didik (LKPD) untuk Meningkatkan Pemahaman Materi Dimesi Tiga

This research discusses the design and implementation of GeoGebra media and Student Worksheets (LKPD) for three-dimensional material. The main focus is to explore the potential use of media, such as 3D simulations, learning videos, and mathematical modeling applications, in increasing students' understanding of complex concepts. This research aims to analyze the benefits of using media in LKPD, including increasing student involvement, facilitating abstract understanding, and developing critical thinking skills. The research method used is Research and Development (R&D), which involves the needs analysis, design, development, implementation and evaluation stages. The research subjects consisted of 30 students taking the Mathematics Teaching Materials course. Data was collected through a questionnaire on student responses to the media used in the LKPD. The research results show that the use of media in LKPD significantly increases understanding of three-dimensional concepts. In addition, students responded positively to the use of media, which was considered to help visualize concepts and increase interest in learning. Media implementation strategies in LKPD, such as demonstrations, group assignments and class discussions, have proven effective in overcoming the challenges of three-dimensional mathematics learning. Thus, media integration in LKPD is recommended as an effective strategy to increase students' understanding and involvement in mathematics learning.

A study on exploring strategies for developing digital literacy using generative AI: Focusing on the development of mathematics teaching and learning materials based on ChatGPT

A study on exploring strategies for developing digital literacy using generative AI: Focusing on the development of mathematics teaching and learning materials based on ChatGPT

Research and Development of Mathematics Teaching Material Integrated with Islamic Values: A Systematic Literature Review

Mathematics teaching material integrated with Islamic values can support the achievement of mathematics learning objectives in cognitive and affective aspects. This research aims to conduct a literature review related to the research and development of mathematics teaching material integrated with Islamic values. The method used in this research is a Systematic Literature Review (SLR) which consists of 36 studies in the period 2018 - 2022. The key question in this research is how the articles regarding research and development of mathematics teaching materials integrated with Islamic values are distributed based on year of publication, level of education, Islamic values, and mathematics topics. The results of this research show that most studies related to mathematics teaching materials integrated with Islamic values were carried out in 2020, researchers conducted a lot of research on teaching materials integrated with Islamic values at the junior high school level, teaching materials integrated with Islamic values were mostly applied to the topic of numbers, and the most widely used Islamic value is the Quran. This research is expected to be a reference to carry out further research related to mathematics teaching materials integrated with Islamic values, and using mathematics teaching material integrated with Islamic values can be the option to make the mathematics learning process more meaningful.

Eksplorasi Arsitektur Masjid Agung Sang Cipta Rasa Cirebon sebagai Bahan Ajar Matematika

Integrating cultural context into teaching and learning activities can help students understand the material. However, the development of teaching materials that integrate local cultural contexts is still not widely practiced. This study aims to (1) describe the results of exploring the architecture of the Grand Mosque of Sang Cipta Rasa Cirebon as a teaching material for mathematics, (2) determine students' responses to the mathematics teaching material resulting from the exploration of the architecture of the Grand Mosque of Sang Cipta Rasa Cirebon, and (3) determine the difference in mathematics learning outcomes before and after using the mathematics module. This study applied the ADDIE development model (Analysis, Design, Development, Implementation, Evaluation). In the architecture of the Grand Mosque of Sang Cipta Rasa, concepts of two-dimensional shapes such as triangles and quadrilaterals were found, including squares, rectangles, trapezoids, and rhombuses. The expert validation results show that the developed mathematics module is highly feasible to implement, with percentages of content, presentation, and language feasibility aspects reaching 88%, 90%, and 89% respectively. Students' responses to the mathematics module were categorized as good (71%). Paired sample t-test results show that students' learning outcomes before and after using the developed mathematics module are significantly different, with higher learning outcomes after using the mathematics module compared to before its use. Thus, the mathematics module resulting from the exploration of the architecture of the Grand Mosque of Sang Cipta Rasa Cirebon can be implemented in learning to improve mathematics learning outcomes.

Development of Mathematics Teaching Materials for Junior High School Students Based on Minimum Competency

Development of Mathematics Teaching Materials for Junior High School Students Based on Minimum Competency

Design of Mathematical Proof-Based Logarithm Teaching Materials

The purpose of this research is to design logarithmic teaching materials based on mathematical proof. The subjects in this study were 23 students of SMA 1 Sumberjaya, Majalengka Regency, Indonesia, consisting of 23 students in class X IPA-2. This research is a pre-research of the 4P development design study adapted from the Thiagarajan model, et al. namely: (1) Definition; (2) Design; (3) Development; and (4) deployment. In this study, the stages carried out are limited to stage 3, namely development. The deployment phase will be carried out again later. The method used in this study is qualitative method with several data collection techniques in the form of tests of students' mathematical proving abilities in logarithmic material, interviews, and teaching material validation questionnaires. Based on the results of the study, it showed that teaching materials were in the appropriate category with a very good predicate with a percentage of 88.93% from material experts and in the appropriate category with a good predicate of 85.08% from media experts. The results of the practicality test on students amounted to 82.5% indicating that the teaching materials that have been made have a practicality category with a good predicate.

Feasibility test of teaching materials for mathematics learning evaluation integrated with Al Quran

The study aims to determine the level of feasibility of integrated mathematics learning evaluation teaching materials with verses of the Koran. The type of research used is research & development (R&D) by adopting the ADDIE model, namely Analyze, Design, and Develop. Data collection techniques using validation sheets and questionnaires. The product validation involved nine validators consisting of 3 material experts, three media experts, and 3 Islamic integration experts, while the practicality test involved 15, tadris mathematics students. The Aiken formula analyzed the validity test. The results showed that the results of the material and language feasibility test were 59.25% in the high category, the results of the media feasibility test were 55.55% in the medium category, and the results of the material integration feasibility test were 75.00% in the high category, and the test results practicality of 80% with the category of practical and a little revision. This mathematics learning evaluation textbook integrated with the verses of the Koran that were developed is feasible and can be used to support the lecture process.

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

Development of Mathematics Teaching Material based on Experiential Learning Model to Improve Students’ Mathematical Literacy Skills

This study aims to determine the development of the process of mathematics teaching materials based on the Experiential Learning model to improve mathematical literacy skills in two-variable linear equation system materials as well as the level of validity, practicality, and effectiveness. This type of research is Research and Development regarding the ADDIE development model, which consists of several stages: Analysis, Design, Development, Implementation, and Evaluation. The product developed as teaching materials is a module based on the Experiential Learning model on the material of a two-variable linear equation system. The test subjects in this study were grade VIIIA students of SMPN 45 Makassar, totaling 28 students. The instruments used in this study were expert validation sheets, student response questionnaires, teacher response questionnaires, observation sheets of teacher ability in managing learning, observation sheets of student activities, and learning outcome tests. The results showed that in the limited trial stage, teaching materials based on experiential learning on two-variable linear equation system material had met the criteria of validity, practicality, and effectiveness.

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.

Implementation of Apem Cake Media as Mathematics Teaching Materials in Elementary School

This study aims to implement culture-based learning on apem cake as a mathematics teaching material at SDN Tenggilis Mejoyo I Surabaya which is applied to class IV-B. This research uses a qualitative method with an ethnographic approach where this approach is used to find out the unit of weight in mathematical concepts contained in the ingredients of apem cake. Based on the results of this study, it shows that the implementasi of apem cake media as a mathematics teaching material in elementary schools is going well. Judging from the results of teacher observation and learner observation, it is in accordance with the material achievement indicators. This can also be seen in the results of the written test of students, out of 25 students in class IV-B there are 17 students who are in the high category who are able to exceed the achievement indicators of the material measurement of units of weight on apem cakes. The results of the students' response questionnaire are in line with the results of observations and written test results. Based on the results of teacher observations, student observations, written test results and student response questionnaires, it can be concluded that the implementation of apem cake media as a mathematics teaching material for measuring units of weight is an innovation for Tenggilis Mejoyo I Surabaya Elementary School

Static, dynamic and interactive elements in digital teaching materials in mathematics

Contemporary comprehensive mathematics teaching material covering whole courses has developed substantially from the early versions that roughly were ‘books as pdf’ with some complementary online material. In teaching materials that are offered in online web portals (digital teaching platforms) a variety of dynamic and interactive elements can be utilised, offering new ways to engage with mathematics. Despite this recent development, the variety of affordances of the digital environment are utilised to a surprisingly small extent. The pros and cons with digital teaching materials in mathematics are debated, and publishers advertise with arguments about algorithms that lay out an ideal learning path and about joyful content. Critical for students’ learning while working with teaching materials is however that they find it meaningful to use the materials, a persistence in the interaction with the materials, and furthermore that the willingness to explore mathematics remains. In this study students’ interaction with digital teaching material with various kinds of dynamic and interactive elements supplementing the static parts in the presentation of new content is explored. Differences in students’ attention to mathematical facts, essential in the problem solving, is captured using an eye-tracker. Analyses of differences in attentive behaviour depending on the kind of digital element that are used for presentation reveal that the type of digital element that students attend the least to is static elements. Differences in what is offered to and what is demanded from a reader when mathematical facts are presented using various digital elements is discussed and potential implications from the results are suggested.

Development of Digital Mathematics Teaching Materials Based on a Self-Regulated Learning Approach to Increase the Creativity of Jakarta Teachers

The creativity of teachers in developing digital mathematics teaching materials is required to increase students' understanding independently in online learning. A good learning strategy to increase creativity and independent learning is self-regulated learning. This community service training aims to increase the creativity of Jakarta teachers in developing teaching materials for digital mathematics learning based on a self-regulated learning approach. Twenty-three high school teachers in Jakarta attended the training. The stages consist of pre-training, training process, and post-training. The results of this community service training. The results show that: The teachers understand the material about the systematic development of digital mathematical teaching materials; Training provides clear information; The output of the training can help the learning of teachers; Teachers' creativity is increasing by making mathematics digital teaching material based on self-regulated learning Approach as the output of this training.

Gamification of Mathematics Teaching Materials: Its Validity, Practicality and Effectiveness

Gamification is a strategy for involving students by incorporating game elements into the learning process to improve specific abilities, involving students, optimizing learning, supporting behavior change, and socializing. This study aims to develop gamification-based mathematics teaching materials specifically designed to improve students’ mathematical critical thinking and problem-solving abilities, as well as to test these products based on aspects of their validity, practicality, and effectiveness in the learning process in the classroom. The analysis, design, development, implementation, and evaluation (ADDIE) research and development model is used in this study. The sample used was 153 students from 3 junior high schools, namely Hayyatan Thoyyibah IT Middle School, Pelita YNH Middle School, and Tahfidz Qur’an Al-Fath Islamic Middle School, which were taken through the cluster random sampling technique. Data was collected through game validation sheets, FRISCO critical thinking ability test instruments, Krulik and Rudnick problem-solving ability test instruments, and student response sheets. Data were analyzed using a one-sample t-test, a two-sample paired t-test, and descriptive analysis. The results showed that gamification- based mathematics teaching materials met the valid, practical, and effective criteria for use in learning mathematics, significantly improving junior high school students’ problem-solving abilities and critical mathematical thinking with moderate improvement categories.

컴퓨팅 사고력 향상을 위한 로봇 활용 수학 교수학습 자료 개발

This study aimed to develop teaching and learning materials that can improve computational thinking in the areas of high school functions and analysis by using robots. Through a literature review, we analyzed research on computational thinking and examined how computer programming and coding education are being conducted in domestic and international mathematics curricula. We then restructured the Carnegie Mellon University DBL Unit to propose a DBL Unit model that utilizes robots, and we developed mathematics teaching materials using LEGO Mindstorms EV3 for units in the areas of functions and analysis. Subsequently, based on the Delphi survey results, we revised the developed materials and provided recommendations for enhancing computational thinking in mathematics classes.

Development of Mathematics Teaching Materials Using Didactical Design Research: A Study on Enhancing Pedagogical Content Knowledge in Quadratic Inequalities

This study presents the development of mathematics instructional materials using the Didactical Design Research (DDR) framework, aiming to enhance the Pedagogical Content Knowledge (PCK) of prospective mathematics teachers in fractional number operations. The research adopted the ADDIE model and encompassed Analysis, Design, Development, Implementation, and Evaluation phases. The evaluation involved expert validators specializing in Didactical Design Research (DDR), subject matter, media, and educators. The resulting Semester Lesson Plan (RPS) assessment scores and teaching materials demonstrated a "Very Good" categorization, indicating their validity and suitability for field testing. Notable findings highlight epistemological, ontogenetic, and didactic obstacles in students' understanding of quadratic inequalities. The instructional materials showed incremental effectiveness during classroom implementation, as evidenced by increasing percentages of successful sessions. This research's implications for the future include the potential adaptation of the DDR framework across diverse educational contexts, exploring technological integration, and enhancing educators' proficiency in implementing DDR-based pedagogies. By bridging theoretical foundations with practical application, this study contributes to advancing mathematics education by fostering innovative instructional materials grounded in Didactical Design Research.

Twenty years of law 10.639

This text presents an analysis of a collection of Mathematics textbooks, carried out for the discipline “Analysis of Mathematics Books and Teaching Materials”, taught in the Graduate Program in Mathematics Education at the Universidade Estadual Paulista “Júlio de Mesquita Filho”. Inspired by the methodology of vertical and horizontal analysis of textbooks, this work aims to understand in what ways the law 10.639/2003 is effective in textbooks that satisfy the demands of the New High School and the BNCC – Base Nacional Comum Curricular. Presenting the historical movements of black populations, mainly the Brazilian one, the text is inspired by the two decades of that law to conduct the analysis criteria and seek to understand in what ways the analyzed collection acts in the constitution of the mathematical identity of black students. At the end of the analysis, it is observed that the law is barely complied with, speaking through erasures and without delving into important points about racial discussions. It is concluded that changes are necessary for compliance with the law to produce positive effects on the constitution of mathematical identities of black subjects.

Development of Mathematics Teaching Materials on Tri-N-Based Variable Linear Equations and Inequalities

Teaching materials are learning tools that contain materials, learning methods, and ways of evaluating students which are arranged systematically to achieve learning objectives. The teaching materials used during mathematics learning are textbooks which make it difficult for students to understand the material and educators have not developed teaching materials using Tri N teachings. This study aims to determine the validity and response of students to the development of mathematics teaching materials using Tri N teachings on material One Variable Linear Equations and Inequalities. This type of research is Research and Development (R&D) which aims to produce and test product quality. This research refers to the 4D development model, namely Define, Design, Develop, and Disseminate. However, this research only reached the develop stage. Data collection was carried out using documentation techniques, validation sheets and student response questionnaires. The test subjects were class VII students of MTs Al Hidayah Sadeng. The data analysis technique used is descriptive analysis. This research produced mathematics teaching material products with an average percentage of 85.6% which were included in the very valid category. Student responses to teaching materials are in the very good category with an average percentage of 82.22%. This shows that teaching materials are appropriate for use in learning at school.

Students’ Characteristics and Academic Performance in Mathematics

Many researchers have investigated the causes of students’ poor academic performance in general. However, the extent to which students’ individual characteristics affect their academic performance in mathematics has received little academic attention. This was the gap in literature the study sought to fill. The study adopted a convergent parallel mixed methods design involving three hundred and seventy-two (372) respondents in Sagnarigu Municipality of Northern Region, Ghana who were sampled through Simple Random Sampling and purposive sampling techniques. Questionnaire and interview guides were used to collect primary data. The analysis of the collected data revealed that: willingness to learn mathematics, perceptions that mathematics is a difficult subject, readiness for the use of mathematics teaching and learning materials available, relationship with mathematics teachers and attentiveness in mathematics lessons all affected students’ academic performance in mathematics. It is therefore recommended that the various school management bodies could work with the Guidance and Counselling units to provide some form of support for students who are fearful of mathematics.

Dynamic and Multipurpose Teaching Models at the First International Exhibition of Mathematics Teaching Material

The International Commission for the Study and Improvement of Mathematical Education (1950) was interested in updating and developing teaching resources to address the pedagogical problems of mathematics teaching in the mid-1950s. As a result of this concern, the First International Exhibition of Mathematical Teaching Material was held in Spain in 1957, an event that had great international repercussions. This work is situated in the field of the history of mathematics education, so the research method used is historical. The aim is to study those mathematical didactic models which, due to their dynamic and multipurpose nature, stood out at the Exhibition. The results show that these materials contributed favorably to the teaching of mathematics, as they made it possible to work on a wide variety of topics and provided numerous advantages over traditional material. The use of these models meant that the mathematical notions or ideas generally arose from the action that the child carried out with the material; they also made the student the main protagonist of their learning.