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All Journal Jurnal Pendidikan Matematika Jurnal Infinity Journal on Mathematics Education (JME) International Journal of Pedagogy and Teacher Education Indonesian Journal on Learning and Advanced Education (IJOLAE) Jurnal Pendidikan Sains Indonesia (Indonesian Journal of Science Education) Jurnal Infinity
Masitah Shahrill
Sultan Hassanal Bolkiah Institute of Education, Universiti Brunei Darussalam
Education Mathematics Social Sciences

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Journal : Jurnal Infinity

 1 
EFFECTIVENESS OF FLIPPED CLASSROOM MODEL THROUGH MULTIMEDIA TECHNOLOGY IN IMPROVING STUDENTS' PERFORMANCE IN DIRECTED NUMBERS Haji Muhamad Hafizuddin Haji Mohamad Ali; Daniel Asamoah; Masitah Shahrill
Jurnal Infinity Vol 11 No 2 (2022): VOLUME 11, NUMBER 2, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v11i2.p193-210

Abstract

The recent globalisation and the emergency of COVID-19 require a teaching and learning environment that encourages the use of technology. Through a mixed-method design and an action research approach, this study investigated the effectiveness of a flipped classroom model through multimedia technology in improving students’ performance in directed numbers, given the difficulty and misconceptions of students in this mathematical concept. A total of 30 Year 9 students conveniently sampled from one of the secondary schools in Brunei Darussalam served as participants. The action taken involved a pretest, intervention, posttest, and interviews. The results of the paired sample t-test revealed that students’ performance in directed numbers significantly improved after the flipped classroom intervention. Students had positive perceptions of the flipped classroom model as it encouraged their readiness, participation, and motivation. Challenges such as time constraints and distractions when studying from home were reported. These results imply that amid COVID-19, a flipped classroom through multimedia technology can be an effective and alternative way of teaching and learning directed numbers. It has the potential of encouraging student-centred learning and creativity, which are vital in teaching and learning mathematics.
DEVELOPING REALISTIC MATHEMATICS EDUCATION-BASED WORKSHEETS FOR IMPROVING STUDENTS' CRITICAL THINKING SKILLS Reza Lestari; Rully Charitas Indra Prahmana; Maureen Siew Fang Chong; Masitah Shahrill
Jurnal Infinity Vol 12 No 1 (2023): VOLUME 12, NUMBER 1, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v12i1.p69-84

Abstract

Applying critical thinking is an essential skill in the 21st century. However, teaching materials that do not facilitate students to improve these skills impact the achievement of learning objectives. Therefore, educators need appropriate teaching materials that encourage students to enhance their thinking skills. This study aims to develop teaching materials based on Realistic Mathematics Education (RME) to improve students’ critical thinking skills. The development model used is ADDIE consisting of Analysis, Design, Development, Implementation, and Evaluation phases. The instruments used, consist of validated student worksheets based on material experts and media experts, pretest questions, posttest questions, and the practicality of student worksheets. The results showed that the student worksheets developed were feasible regarding validity, practicality, and effectiveness. The validity of the student worksheets is indicated by the average score of two material expert validators and two media expert validators, each of which is in the good and excellent categories. The practicality of the student worksheets is denoted by the average value of student assessments included in the practical category. Then its effectiveness is shown by increasing students’ critical thinking skills after being given intervention using the student worksheets.
Exploring students’ perceptions of private mathematics tutoring in three countries Masitah Shahrill; Farida Nurhasanah; Sahar Abbas Ibrahim; Rully Charitas Indra Prahmana; Daniel Asamoah; Haryani Mohammad; Ai Len Gan
Jurnal Infinity Vol 12 No 2 (2023): VOLUME 12, NUMBER 2, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v12i2.p339-358

Abstract

This descriptive quantitative study explored secondary school students’ reasons for receiving or not receiving private mathematics tutoring. It also explored the prevalent teaching methods private mathematics tutors use. A questionnaire was adapted to collect data from 1,309 Year 7 to Year 12 students (ages 11 to 17 years) in three countries: Brunei, Indonesia, and Iraq. The results highlight that students may receive private mathematics tutoring to pass national examinations and improve examination scores. Teachers also adapt to teaching approaches that enable students to achieve these teaching and learning goals. This study provides an initial understanding of the common reasons and teaching methods used in private mathetics tutoring across different contexts that prioritise high-stakes examination culture. The results provide implications for how private mathematics tutoring can be used to support effective teaching and learning compared to the high-stakes reasons it seems it promotes. The results also accentuate the need for families and other stakeholders to reconsider private mathematics tutoring as an opportunity to remediate the challenges students encounter in their normal classroom instruction to improve student learning.
Mastering fractions and innovating with the station rotation model in blended learning Nurul Harizah Abdul Latif; Masitah Shahrill; Wahyu Hidayat
Jurnal Infinity Vol 13 No 2 (2024): VOLUME 13, NUMBER 2, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v13i2.p501-530

Abstract

This study explores the effectiveness of the Station Rotation Model (SRM) in adding and subtracting fractions. A mixed-method design was conducted through convenience sampling of 31 students from Year 9. They were given pre-and post-tests consisting of ten questions for collecting quantitative data. Students’ online questionnaires consisting of five-point Likert scales, two open-ended questions, and structured interviews with six selected students were further analysed to collect qualitative data. A non-parametric test was adopted to compare the results of the achievement tests. Wilcoxon’s signed rank test findings showed a significant difference (p=0.024) and a large effect size (rb=0.558) between the achievement test scores. This indicates that the SRM positively impacts students’ performance in adding and subtracting fractions. Three major themes emerged from the questionnaires and interviews about students’ perception of using SRM: Manipulatives make learning fun, enjoyment of working in a group, and challenges in implementing the SRM. Overall, students positively viewed their experiences with the SRM as an approach to teaching and learning. The study offers insights into SRM’s impact on student learning, aiding educators amd researchers assess its future application, especially in mathematics education.
Co-Authors Ai Len Gan Budi Usodo Daniel Asamoah Farida Nurhasanah Farida Nurhasanah Haji Muhamad Hafizuddin Haji Mohamad Ali Haryani Mohammad Henny Ekana Chrisnawati Hui-Chuan Li Irfan Japar Irwan Akib Jabaidah Bungsu Maureen Siew Fang Chong Maureen Siew Fang Chong Nabilla Uristu Al Firdaus Nursamiha Awang Morsid Nurul Harizah Abdul Latif Reza Lestari Risty Mustika Hardini Rully Charitas Indra Prahmana Sahar Abbas Ibrahim Sallimah M. Salleh Sarinah Ziziumiza Sutopo Sutopo Wahyu Hidayat Yemi Kuswardi