Hello, I am a senior lecturer in the Mathematics Education, Universitas Muhammadiyah Jakarta.
I invite all of you who are in the same field of knowledge as me to collaborate.
Mathematics Education Mathematics Learning Technology Educational Games Computational Thinking Ethnomathematics Education in general.
Background: Metacognition significantly influences students' effectiveness in solving mathematical problems. Variability in metacognitive patterns among students is shaped by factors such as adversity quotient (AQ) and gender.Aim: This research aimed to explore metacognitive patterns in mathematical problem-solving among students majoring in mathematics at Universitas Muhammadiyah Jakarta, with a specific focus on differences due to AQ and gender.Method: Adopting a qualitative approach with a phenomenological framework, this study included six students (three males and three females) from the 2021–2022 academic year. These students represented different AQ categories: climber, camper, and quitter. Data collection involved tests, observations, and interviews.Results: The investigation showed that students with a climber AQ, irrespective of gender, adeptly utilized all metacognitive knowledge facets: declarative, procedural, and conditional. In contrast, male campers engaged primarily in declarative and procedural knowledge, while male quitters demonstrated negligible engagement. Female campers predominantly employed declarative knowledge, occasionally integrating conditional knowledge. Female quitters, however, did not exhibit significant usage of metacognitive knowledge. Regarding metacognitive regulation—planning, monitoring, and evaluation—students identified as climbers displayed proficiency across all these aspects, regardless of their gender.Conclusion: The study underscores the influence of AQ and gender on metacognitive patterns in mathematical problem-solving, noting an exception in climbers who consistently exhibit effective metacognition. These insights could guide educational strategies to bolster metacognitive skills in the context of mathematics education.
The purpose of this research is to know the students mathematical reasoning ability in solving on the concept quadratic equation on Selected Topics Subject of Secondary School in terms of initial students mathematical ability. This research uses qualitative approach with descriptive research type. Sources of data used in this study is a sixth semester students of Mathematics Education FIP UMJ. Technique of collecting data through written test and interview. Based on the result of the research, it can be concluded that First, students with high initial ability categories have a tendency to use inductive and deductive reasoning elements well. Students can solve the problem of quadratic equations in the form of story problems in accordance with the steps of problem solving. Second, students with the medium initial ability categories have a tendency to use inductive and deductive reasoning elements well, but are less able to determine other ways to find answers. Third, students with low initial ability categories have a tendency to use inductive and deductive reasoning elements less well. Students are less able to solve the problem of quadratic equations according to problem solving steps and unable to determine other ways to find answers.
The purpose of this research are to (1) produce a learning device PBI (Problem Based Instruction) mathematical models to enhance the independence of a valid student learning, (2) obtain the effectiveness of mathematics teaching model PBI and (3) determine whether the learning device to improve student learning practical independence. Type of this research is the development of research which refers to a modified model of Plomp. Learning tools developed consists of a syllabus, lesson plan, learning modules, and worksheet. The instrument used for data collection consisted of a sheet of validation, questionnaires student attitudes, student activeness observation sheets and questionnaires independent learning. Data obtained through expert validation, liveliness student observation sheet, questionnaire independence of student learning and student attitudes questionnaire. The validity of the learning device is determined by the validation team of experts and peers, by five votes validator results obtained with the classification criteria of valid and very good. The effectiveness of learning obtained by observation sheets and questionnaires liveliness student learning independence, the result activeness of students categorized as active and independent learning student questionnaire results from the pretest and posttest gain test results obtained increasing most students experiencing learning independence. While testing the practicality of learning, field test results obtained from observation of the learning process, questionnaire response of the teachers and students to use learning tools all showing good results
Many undergraduate students on Faculty of Education University of Muhammadiyah Jakarta who are beginning to fall in their motivation to study and then quit their study. Based on data in 2010 there were 20.22% students quit the study. Many factors that affect students quit their study. This research is expected to contribute to overcoming the problem. The purpose of this study is to determine what factors affect the student quit studying. This research uses Poisson or Binomial Negative regression analysis to know these factors. Both regression models used are equally the fit model to be used, because based on the result of over dispersion study did not occur. Based on the AIC and Log-Likelihood criteria it is concluded that negative binomial model is more fit than Poisson regression models. Wald test results for each parameter in the Negative Binomial regression are only three variables that affect students quit the study. The three parameters are the percentage of Jakarta students (X2), the percentage of male students (X3), the average student age (X4). The three variables have a positive effect, which means that increasing value in X2, X3, or X4 will increase the number of the students who quit studying.
Mathematics and culture are two aspects that cannot be separated in daily life. Ethnomathematics is a bridge connecting the gap between culture and mathematics. The concept of ethnomathematics in this study aims to identify and describe the elements of ethnomathematics found in temple architecture, particularly those related to geometry and arithmetic sequences. The method in this study employs a qualitative research type with an ethnographic approach through an ethnomathematics design. The data sources used in this research were observations, documentation, and interviews. This research was conducted at Segara Wukir Temple, located in Ngobaran Beach, Kanigoro Village, Saptosari District, Gunungkidul Regency, in the Special Region of Yogyakarta, Indonesia. The results of the study reveal that Segara Wukir Temple is a cultural heritage site with high value; however, it has not been extensively researched as a source for learning mathematics. This research also contributes to the students' understanding of the application of mathematical concepts in the cultural heritage of temple architecture. In addition to enriching mathematical insights within a cultural context, this study can serve as a foundation for developing contextual, relevant, and engaging teaching materials for students.
The objective of this research is to develop interactive learning media assisted by Filmora for algebraic forms material. The research and development model used is model by ADDIE stages (Analysis, Design, Development, Implementation, Evaluation). This study was conducted at MTs Muhammadiyah 1 Ciputat with the research subjects consisting of seventh-grade students and a mathematics teacher. The results show that the learning media assisted by Filmora is valid for use based on expert validation results, with an average score of 90.71% from media experts, 93.06% from material experts, and 92.72% from language experts. The small-group trial indicated that the Filmora-assisted learning media is highly practical, with student responses averaging 85.81% and teacher responses averaging 86.11%. Meanwhile, in the large-group trial, the students' response score averaged 88.87%, categorized as very practical. The effectiveness level was 80% in both the small-group and large-group trials. Based on these findings, it can be concluded that the Filmora-assisted learning media is valid, practical, and effective for teaching algebraic forms in mathematics. The results of this research are expected to benefit teachers, students, future researchers, and other related parties.
Background/purpose. The purposes of this study are to find out the difficulties experienced by Elementary students in learning mathematics, as well as students’ and teachers’ efforts to overcome those problems. Materials/methods. This research uses a qualitative approach with a case study method. The data are collected using observation, interviews, focus group discussions, and documentation. The analysis used the Miles and Huberman model, assisted by NVivo 15 software. The informants are 170 people, consisting of students, teachers, parents, and experts. Results. The results of the study reveal: 1) students' difficulties experienced in learning mathematics are caused by both external and internal factors. The external factors include: conventional teaching, online learning, mobile phones, and teaching materials that are considered difficult. Internal factors include fear of learning math, boredom, anxiety, carelessness, difficulty, inattention, mental block, not understanding, passivity, laziness, lack of focus, low concentration, low problem-solving, lack of confidence, and lack of enthusiasm. 2) The efforts taken by both students and teachers to solve those problems are to do enjoyable activities such as drawing, singing, storytelling, using technology, taking a break, playing games, drilling, rewarding, ice breaking, and watching (TV, videos, YouTube). Conclusion. The difficulties experienced by students in learning mathematics can be overcome in various ways, such as the preparation of varied media, the use of technology, and addressing the individual needs of students.
This study aims to develop and evaluate a differentiated educational game to enhance junior high school students’ understanding and engagement in learning three-dimensional geometry. Using a Research and Development (R&D) approach with the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation), a game titled “Five Dragon Balls” was designed with RPG Maker MV to accommodate diverse learning styles—visual, auditory, and kinesthetic. The participants were 25 eighth-grade students from a public junior high school in Cirebon Regency, Indonesia. Data were collected through observation, interviews, and documentation, then analyzed using inductive thematic analysis. Expert validation indicated high content and media validity (88.5% and 87.3%, respectively). Classroom implementation revealed improvements in students’ conceptual understanding, motivation, and participation. Visual learners benefited from 3D representations, auditory learners from narration and cues, and kinesthetic learners from interactive exploration. The results demonstrate that a differentiated game-based learning approach can effectively support inclusive, engaging, and conceptually meaningful mathematics learning. This study contributes a practical framework for integrating differentiated instruction principles into digital learning environments that align with the Merdeka Curriculum and 21st-century educational goals.
Computational thinking is an essential competency as it supports the development of problem-solving skills and fosters critical thinking required in the digital era. Furthermore, the government has integrated Coding and Artificial Intelligence learning into the educational curriculum, which includes learning outcomes related to computational thinking. However, the urgency of developing computational thinking is not aligned with students’ current abilities, which remain at a low level. This study aims to: (1) describe the product development process, (2) assess the feasibility of the product, and (3) examine the product’s effectiveness in improving computational thinking skills. The research employed a Research and Development (R&D) approach using the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation). The analysis phase involved identifying needs, the design phase utilized Canva, the development phase included product creation and validation by material and media experts, the implementation phase conducted product trials, and the evaluation phase determined the feasibility of the Smart Robot game. The results indicated that the Smart Robot game is feasible (valid, practical, and effective) with a validity percentage of 83.61% (very valid), practicality of 86% (very practical), and an N-gain of 0.47 (medium category). The use of the Smart Robot in Coding and Artificial Intelligence learning effectively enhances students’ computational thinking skills.
This study examines the effect of Realistic Mathematics Education (RME) with a multisensory approach on conceptual understanding and mathematical disposition among sixth-grade elementary students studying spatial structures (cubes and blocks). Employing a quasi-experimental nonequivalent control group pretest-posttest design, the research involved 74 students from SDN Jatimulya 11 Bekasi (37 experimental group, 37 control group). Instruments included a conceptual understanding test (30 items, reliability α>0.70) and a mathematical disposition questionnaire (30 Likert-scale items), analyzed using descriptive statistics, assumption tests (normality, homogeneity), MANOVA, and independent t-tests. Results revealed that the experimental group's posttest mean for conceptual understanding was 82.84 (SD=8.29), significantly higher than the control group's 68.51 (SD=10.06), while mathematical disposition scores were 119.05 (SD=9.41) versus 102.05 (SD=10.79). MANOVA confirmed a significant multivariate difference (Wilks' Lambda p<0.001), supported by t-tests (p<0.05 for both variables). In conclusion, multisensory RME effectively enhances conceptual understanding and mathematical disposition simultaneously, recommended for elementary mathematics instruction under the Merdeka Curriculum.
Research Interest: Matematics Education, Educational Psychology, Learning Technology, Educational Game, STEAM, Computational Thinking, Ethn…
Research Interest: Matematics Education, Educational Psychology, Learning Technology, Educational Game, STEAM, Computational Thinking, Ethn…
Hello, my name is Hasnah Am Abdul Aziz. I am an academic and researcher with interests in education, innovation, and research collaboration…