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Journal : Mathematics Education Journal

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Teacher's Specialized Content Knowledge on the Concept of Square: A Vignette Approach Budiarto, Mega Teguh; Fuad, Yusuf; Sahidin, Latief
Mathematics Education Journal Vol. 15 No. 1 (2021): Jurnal Pendidikan Matematika
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

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Abstract

In learning geometry, the discussion about the definition of quadrilateral is a material that is difficult and not easily taught by the teacher. This study aims to explore the teacher's specialized content knowledge about square. This is a descriptive-qualitative research. The process of selecting subjects begins with searching prospective subject data according to the level of the teacher through a portfolio of 82 teachers in South East of Sulawesi: (33 First Teachers, 33 Young Teachers, and 16 Intermediate Teachers). The research subjects consisted of three teachers, namely: First Teacher, Young Teacher dan Intermediate Teacher with score > 50. Data were taken using vignette. The results show that there is a difference when the teacher is asked to define a square with when given a definition of a square. First Teacher is accurate when given a square definition with the symmetry and diagonal axis attributes; the side attribute is not accurate in giving arguments to the square definition. Young Teacher is inaccurate when given the definition of a square with side and angle attributes; accurate with symmetry and diagonal axis attributes; but it is not accurate when given a square definition. Regarding attributes of side; Intermediate Teacher revealed that the side and angle attributes are inaccurate but accurate with the symmetry and diagonal axis attributes but do not appear / are not used when asked to define a square. Specialized content knowledge First Teacher is better because it has been able to reconstruct concepts from a square, but Young Teacher and Intermediate Teacher are still influenced by concept images and figural concepts. DOI: https://doi.org/10.22342/jpm.15.2.11653.1-22
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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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 Abdul Rachman Syam Tuasikal AGIL ZULFIYANA, DINAR AGUNG LUKITO AINUR RAZI, FAIZ Al Addawiyah, Amartya Fierzi Alfath Famela Rokhim Ali, Moh. Hasby Andayani, Tutik Auliya, Elok Rizqi Budi Priyo Prawoto Catur Supriyanto DINAR AGIL ZULFIYANA DWI RESTU, NOSARANI FAIZ AINUR RAZI Faizien, Muahmmad Ikmal Gede Doddy Tisna MS Hari Setijono, Hari Herfa Maulina Dewi Soewardini Igirisa, Shendy S KARIMAH, RIFDATUL Khikmah, Khusnia Nurul Kobandaha, Putri Ekawaty LILIK OKTAVIANI Lin, wei Jhe Loka, Yollanda Dhea Lusfita MASRIYAH Maulana, Dimas Avian Mayang Dintarini Mega Teguh Budiarto Muchamad Arif Al Ardha Murdiana, Tri D. Ningtyas, Devi Yuniarti Nining Widyah Kusnanik NOSARANI DWI RESTU Nur Rohmah Nurhasan Nurhasan, Nurhasan OKTAVIANI, LILIK Pambudi, Agil Setyawan Pratiwi, Febrianti Zarra RADEN SULAIMAN Rahaju, Endah Budi Rizki, Ainun Zulfikar Rooselyna Ekawati Rusmarlina, Verent Nindi Oktaviani Sahidin, Latief Sari, Ni Putu Novianty Siti Khabibah Siti Maghfirotun Amin Sofro, A'yunin Sofro, A’yunin Sumarno Ismail Tatag Yuli Eko Siswono Yang, Chung Bing Yunianti, Dwi Nur