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

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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.
A Learning Trajectory for Statistics Through the Traditional Game of Congklak to Enhance Mathematical Reasoning Skills Yemi Kuswardi; Farida Nurhasanah; Nabilla Uristu Al Firdaus; Budi Usodo; Henny Ekana Chrisnawati; Sutopo Sutopo; Masitah Shahrill
International Journal of Pedagogy and Teacher Education Vol 8, No 1 (2024): International Journal of Pedagogy and Teacher Education - April
Publisher : The Faculty of Teacher Training and Education (FKIP), Universitas Sebelas Maret, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ijpte.v8i1.90547

Abstract

The purpose of this study is to design a learning trajectory (develop mathematics reasoning skills) for junior high school statistics material to be used in eighth-grade classrooms. This design research study comprises three stages: preliminary design, experimental design and Retrospective Analysis. The subjects in this study were eighth-grade learners in a public junior-high school in Wonogiri City. Data collection methods included observation, interview and tests. Based on the results of the retrospective analysis, a learning trajectory for statistics material with the traditional Congklak game in application combines both informal and formal activities. In informal activities, through the Congklak game experiments conducted. These helped to form, mode, medium, examination, quartiles and semi-interquartile range interpretation concepts. In formal activities, based on the experimental results learners decided how to define mean (average), mode (the number of times a value appears in given data), medium and quartiles. The statistical results show that there are differences in mathematics reasoning skills between teaching with a learning trajectory assisted by Congklak and the direct method. The marginal mean for learning path is 71.57, while it is 62.66, and this outside the margin of error. This suggests that by application of a realistic mathematics approach using learning path driven Congklak traditional game of so can improve learners' mathematics reasoning ability.
Learning Social Arithmetic of Low-Ability Student through the Context of Snacks and Money Risty Mustika Hardini; Rully Charitas Indra Prahmana; Irwan Akib; Masitah Shahrill
Indonesian Journal on Learning and Advanced Education (IJOLAE) Vol. 4, No. 1, January 2022
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/ijolae.v4i1.14308

Abstract

Low-ability students are evidenced to have difficulties in understanding the concept of abstraction in mathematics, such as social arithmetic problems. It is because low-ability students have an IQ below the average of 70 to 90. Most teachers find it challenging to discover what kind of learning approaches that may be suitable for improving their mathematical understanding. An alternative approach that can be used to improve the understanding of low-ability students is the Indonesian Realistic Mathematics Education (IRME) approach by using real contexts as a starting point for learning to make it easier for students to study the abstract material. This study aims to determine the learning process and the role of IRME in improving low-ability student’s mathematical cognitive abilities regarding the concept of social arithmetic. This study used the Single Subject Research (SSR) method with a single subject, and a seventh-grade student at one of the Junior High Schools in Depok, Yogyakarta. The research data collected in this study are audio and video recordings, photos, and student worksheets. The data collected was then analyzed using in and between analysis with A-B research design. The results showed that the IRME approach with snack and money con-texts could improve a low-ability student’s mathematical understanding of the social arithmetic concept. This context could be a starting point for teachers in teaching social arithmetic problems and be a reference for finding other contexts that can make mathematics learning more easy and joyful for low-ability students.
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 Risty Mustika Hardini Rully Charitas Indra Prahmana Rully Charitas Indra Prahmana Sahar Abbas Ibrahim Sallimah M. Salleh Sarinah Ziziumiza Sutopo Sutopo Wahyu Hidayat Yemi Kuswardi