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All Journal Kreano, Jurnal Matematika Kreatif-Inovatif JURNAL DERIVAT: JURNAL MATEMATIKA DAN PENDIDIKAN MATEMATIKA JINOP (Jurnal Inovasi Pembelajaran) AdMathEduSt: Jurnal Ilmiah Mahasiswa Pendidikan Matematika EDU-MAT: Jurnal Pendidikan Matematika AL ISHLAH Jurnal Pendidikan SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan QARDHUL HASAN: MEDIA PENGABDIAN KEPADA MASYARAKAT MEJ (Mathematics Education Journal) Delta: Jurnal Ilmiah Pendidikan Matematika KAIBON ABHINAYA : JURNAL PENGABDIAN MASYARAKAT JATI EMAS (Jurnal Aplikasi Teknik dan Pengabdian Masyarakat) Riemann : Research of Mathematics and Mathematics Education Mathematics Education Journal Journal on Mathematics Education
Mayang Dintarini
Universitas Muhammadiyah Malang
Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Control & Systems Engineering Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Nursing Public Health Social Sciences Other

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Examining undergraduate students' abstraction of conic sections in a dynamic geometry environment Dintarini, Mayang; Fuad, Yusuf; Budiarto, Mega Teguh
Journal on Mathematics Education Vol. 15 No. 3 (2024): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v15i3.pp717-734

Abstract

In solid geometry, the concept of conic sections plays an important role in teaching graphs such as parabolas, ellipses, and hyperbolas to undergraduate students in Mathematics Education. It is understood that the abstraction process in mastering conic sections is strongly needed. This study examines the abstraction process of conic sections among third-year undergraduate Mathematics Education students (4 males and 21 females) at Universitas Muhammadiyah Malang (UMM), Indonesia. The data was collected by analyzing students' responses in a 60-minute diagnostic test using the Abstraction in Context (AiC) framework. The test consists of 3 questions, validated by 2 Professors of UMM (average score = 4.14) and 2 lecturers (average score = 4.04). The results showed that 1 male and 11 female students did not reach the construction stage of AiC. Subsequently, a student with a low diagnostic test score and the least completion of AiC stages was observed further through an interview. This student passed through all stages of abstraction with the help of DGE. We also underscored undergraduates' challenges in this process, particularly in visualizing conic section objects, spatial thinking, and employing appropriate mathematical signs. Based on these findings, further research with a broader sample is needed to explore diverse abstraction processes.
Spatial Thinking in Conic Sections: A Study of Undergraduate Mathematics Students by Sex and Spatial Category Dintarini, Mayang; Budiarto, Mega Teguh; Fuad, Yusuf
Mathematics Education Journal Vol. 19 No. 2 (2025): Jurnal Pendidikan Matematika
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

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Abstract

Spatial thinking plays an important role in solving conic section problems. When students encounter problems involving shapes like parabolas, ellipses, and hyperbolas, they need not only grasp the algebraic representations but also visualize how a plane intersects a cone in three-dimensional space. Unlike previous studies that focused on psychometric tasks disconnected from classroom content, this study integrates spatial thinking directly into mathematical problem-solving, specifically in conic sections. The study examines undergraduate students' spatial thinking skills on conic sections, based on spatial thinking categories and sex differences. Twenty-five undergraduate students (4 males and 21 females) from the Mathematics Education Department at Universitas Muhammadiyah Malang, enrolled in an analytical geometry course and participated in a spatial thinking test. Additionally, four students (2 males and 2 females), representing both high and low spatial thinking abilities, were interviewed to provide deeper insights into students' spatial thinking. The results show that students with high spatial thinking abilities demonstrated strong mental visualization skills but had minor difficulties and errors in representing detailed components. Moreover, students with lower spatial thinking abilities have difficulties in visualizing complex objects and often misinterpret spatial representations. Furthermore, male students provided limited written explanations of spatial object characteristics, whereas female students faced difficulties in accurately drawing 3D spatial objects but compensated with effective 2D representations and verbal explanations. In conclusion, the findings show that the difficulties of spatial thinking are influenced by spatial thinking categories and gender differences, offering rich information to design more effective mathematics learning.
Co-Authors Adi Slamet Kusumawardhana Adi Slamet Kusumawardhana Alfiani Athma Putri Rosyadi Anis Farida Jamil Arif Hidayatul Khusna Awaluddin Awaluddin Dwi Agustin, Ririn Dwi Priyo Utomo FARIDA JAMIL, ANIS In’am, Akhsanul Mega Teguh Budiarto Minatun Nadlifah MOCHAMAD CHOLILY, YUS Novianti, Vina Nuzul Putri Rahmawati Rahmawati, Nuzul Putri Reni Dwi Susanti Rose Fitria Lutfiana Siti Inganah Vina Novianti Yus Mochamad Cholily YUSUF FUAD Zukhrufurrohmah, Zukhrufurrohmah