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All Journal International Journal of Evaluation and Research in Education (IJERE) PAEDAGOGIA Beta: Jurnal Tadris Matematika Journal of Advanced Sciences and Mathematics Education Jurnal Infinity Eduma : Mathematics Education Learning and Teaching
Suparman Suparman
Universitas Pendidikan Indonesia
Chemistry Education Mathematics Physics Social Sciences

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Male and female students' mathematical reasoning skills in solving trigonometry problems Suparman Suparman; Al Jupri; Edwin Musdi; Nonong Amalita; Maximus Tamur; Jihe Chen
Beta: Jurnal Tadris Matematika Vol. 14 No. 1 (2021): Beta May
Publisher : Universitas Islam Negeri (UIN) Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/betajtm.v14i1.441

Abstract

[English]: Several studies have examined mathematical reasoning skills (MRS) of male and female students in various mathematics topics. However, there were still not many studies, which focus on MRS in trigonometry topics in terms of gender perspectives. Therefore, this quantitative study aims to describe and compare the MRS of male and female students in solving trigonometry problems. This study involved secondary school students who were given an MRS test. The test has been validated theoretically and empirically. The results of the test were classified using the rubric of MRS achievement and analyzed using the Mann-Whitney test or t-test. The results revealed that the overall MRS of male and female students was low. The students lacked skills in finding a relationship pattern, proposing a conjecture, and generalizing the statement, but they had moderate skills in verifying the truth of an argument. Furthermore, the male and female students were not significantly different in the aspects of MRS. The findings provide important starting points to enhance students' MRS in the teaching and learning of trigonometry. [Bahasa]: Beberapa studi sudah dilakukan untuk menguji kemampuan penalaran matematis siswa laki-laki dan perempuan di berbagai topik matematika. Namun, studi-studi yang fokus pada kemampuan penalaran matematis di topik trigonometri ditinjau dari perspektif gender masih belum banyak. Penelitian kuantitatif ini bertujuan untuk mendeskripsikan dan membandingkan kemampuan penalaran matematis siswa laki-laki dan perempuan dalam menyelesaikan masalah-masalah trigonometri. Studi ini melibatkan siswa sekolah menengah yang diberi tes kemampuan penalaran matematis. Tes tersebut sudah divalidasi secara teoritis dan empiris. Hasil tes tersebut dikategorikan menggunakan rubrik capaian penalaran matematis dan dianalisis menggunakan uji Mann-Whitney atau uji t. Hasil menunjukkan bahwa secara keseluruhan kemampuan penalaran matematis siswa laki-laki dan perempuan belum tinggi. Siswa tersebut kurang mampu dalam menemukan pola hubungan, mengajukan dugaan, dan mengeneralisasi pernyataan, tetapi mereka memiliki kemampuan yang sedang dalam memverifikasi kebenaran suatu argumen. Selanjutnya, siswa laki-laki dan siswa perempuan tidak berbeda secara signifikan dalam aspek kemampuan penalaran matematis. Temuan ini memberikan titik awal yang penting untuk meningkatkan kemampuan penalaran matematis siswa dalam pembelajaran trigonometri.
Indonesian students’ reading literacy ability in the cooperative integrated reading and composition learning: A meta-analysis Muhammad Fuad; Edi Suyanto; Ulul Azmi Muhammad; Suparman Suparman
International Journal of Evaluation and Research in Education (IJERE) Vol 12, No 4: December 2023
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v12i4.25171

Abstract

A few of meta-analysis studies regarding the intervention of cooperative learning have been conducted. However, it has not been performed on the studies related to the intervention of cooperative integrated reading and composition (CIRC) learning for Indonesian students’ reading literacy. This study aims to approximate and examine the effect of CIRC learning on students’ reading literacy ability across group size of intervention, educational level, and geographical location. A meta-analysis was performed to conduct this study. The search of document using the database of Google Scholar found 97 documents. The selection of document established 10 documents published from 2015–2021 consisting of one conference paper and nine journal articles. Hedges’ equation was employed to measure the effect size. The data analysis used the Z test and Q Cochrane test. The results revealed that the CIRC learning had a strong positive effect (g=2.041; p<0.05) on students’ reading literacy ability. It indicates that the CIRC learning is effective for enhancing students’ reading literacy ability. Furthermore, some moderating factors such as group size of intervention, educational level, and geographical location did not affect students’ heterogeneous reading literacy ability. This study suggests language teachers to use the CIRC learning in enhancing students’ reading literacy ability.
Mathematical representation: A bibliometric mapping of the research literature (2013–2022) Fredi Ganda Putra; Dewi Lengkana; Sugeng Sutiarso; Nurhanurawati Nurhanurawati; Antomi Saregar; Rahma Diani; Santi Widyawati; Suparman Suparman; Khoirunnisa Imama; Rofiqul Umam
Jurnal Infinity Vol 13 No 1 (2024): VOLUME 13, NUMBER 1, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v13i1.p1-26

Abstract

Mathematical representation ability is an essential skill for students to understand mathematical concepts. Many studies have been conducted regarding this ability, but it is necessary to map existing research to provide a clearer picture of future research topics. This study aims to provide a bibliometric review of trends using mathematical representation skills in mathematics teaching research. The method in this study is bibliometric analysis, which aims to analyze and classify bibliographic material by presenting representative summaries of the literature in the Scopus database. The search was carried out using the keyword "mathematical representation" and selecting "article title" in the search menu in the Scopus.com database. Perish or Publish (PoP) software analyzes the author's name, number of document citations, document title, year of publication, document source, publisher, and document type. The results showed 99 publications and 357 citations related to mathematical representations, where the number of publications and citations fluctuated. The application of learning models and approaches, computer media, and analysis of mathematical representations is a research trend related to this variable. Therefore, paying attention to mathematical representations in learning mathematics and using effective strategies to improve students' mathematical representation abilities is essential. The findings of this study indicate the need to develop syntax and learning media based on mathematical representations to strengthen students' mathematical abilities.
Is cabri 3d software effective for teaching geometry materials? A meta-analysis study in Indonesia Suparman Suparman
Journal of Advanced Sciences and Mathematics Education Vol. 1 No. 2 (2021): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v1i2.45

Abstract

This study aims to examine the effect of Cabri 3D software in teaching geometry material and explore some potential factors moderating the heterogeneity of students' mathematical academic outcomes. A meta-analysis by selecting the random effect model was employed in this study. The final literature search and selection process determined eight journal articles and six proceeding articles published from 2016 to 2021 and indexed by Scopus and Google Scholar. Numerical and categorical data of every document were extracted to a coding sheet. Data were analyzed by using the Z-test and the Q Cochran test. The tests were assisted by the Comprehensive Meta-Analysis (CMA) software. The result showed that the overall effect size of the Cabri 3D software in teaching geometry materials was g = 0,635. It meant that Cabri 3D software posed a moderately positive effect on students' mathematical learning outcomes in geometry learning. Moreover, Cabri 3D software was significantly effective for teaching geometry material. Some potential factors, such as education level, participant number, and treatment duration, did not moderate the heterogeneity of students' mathematical academic outcomes. This study suggests that mathematics teachers or lecturers utilize Cabri 3D software to teach geometry materials.
Does Treatment Duration of Problem-Based Learning Moderate Heterogeneity of Students’ Mathematical Critical Thinking Skills? A Meta-Analysis Suparman Suparman; Dadang Juandi; Bambang Avip Priatna Martadiputra
EduMa: Mathematics education learning and teaching Vol. 10 No. 2 (2021)
Publisher : Jurusan Tadris Matematika UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eduma.v10i2.8958

Abstract

This study aims to investigate and examine PBL treatment duration predicted as a potential factor moderating heterogeneity of students' MCTS. A meta-analysis by selecting the random effect model was employed to conduct this study. Data analysis used the Q Cochrane test and Z test supported by Comprehensive Meta-Analysis (CMA) software. A literature search found 220 documents, and the final literature selection established 23 documents in journal articles and 4 documents in proceeding articles indexed by Scopus, Google Scholar, or Web of Science and published in the period of 2013 – 2021. The results revealed that the p-value of the Q statistic related to the factor of PBL treatment duration was less than 0,05 (p = 0,535). It indicates that PBL treatment duration is not a significant factor moderating heterogeneity of students' MCTS. It interprets that the gap of students' MCTS level through PBL is not caused by the treatment duration factor. Furthermore, PBL treatment in the period of 3 – 6 months was more effective to enhance students' MCTS than PBL treatment duration was less than 3 months or more than 6 months. For a further similar meta-analysis study, other researchers should investigate and examine other potential factors such as PBL class capacity and students’ demography that are able to moderate heterogeneity of students’ MCTS
Algebra Learning Processes Using Scientific Approach and Direct Instruction Suparman Suparman; Al Jupri
PAEDAGOGIA Vol 27, No 3 (2024): PAEDAGOGIA Jilid 27 No 3 (2024)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/paedagogia.v27i3.89909

Abstract

Algebra is one of the mathematical contents which has an essential role in the mathematics field. Nevertheless, most students still find some problems and difficulties in algebra lessons.  This study describes the process of algebra learning using the framework of scientific approach and direct instruction. An observational qualitative study involved 71 students and three mathematics teachers from three different public or private senior high schools in West Java, Indonesia. The field notes were used as the instruments. The observational data were analyzed using the framework of the syntaxes of the scientific approach and directed instruction model.  Results showed that performing the scientific approach and directed instruction as a learning approach and model in the process of mathematics learning, specifically in algebra learning, should fully pass away all the phases of the learning approach and model. Consequently, by learning algebra contents, such as arithmetic and geometric sequence, matrix determinant, and compound interest, students can optimize some cognitive domains in mathematics, such as communication and conceptual understanding. Particularly, the optimization of questioning activities as the second phase of the scientific approach and demonstrating knowledge and skill as the second phase of the directed instruction model is essential to cultivate and enhance students’ critical thinking in mathematics. The implications to mathematics education are discussed comprehensively
Assessing the Quality of Mathematics Test─ Enumeration Rules to Measure Students’ Computational Thinking Skills Suparman Suparman; Dadang Juandi; Turmudi Turmudi; Bambang Avip Priatna Martadiputra; Nana Diana
PAEDAGOGIA Vol 28, No 3 (2025): PAEDAGOGIA Jilid 28 No 3 (2025)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/paedagogia.v28i3.109581

Abstract

Computational thinking (CT), one of the most fundamental thinking processes, empowers students in solving mathematical complex problems. In fact, most of Indonesian students, particularly in senior high school, yet have poor CT skills in mathematics. The quality of mathematics test can be one of the potential predictors to describe students’ CT skills accurately. The test, however, which involves enumeration rules as a content to measure Indonesian students’ CT skills relatively has not been existing. A cross-sectional study using descriptive-quantitative method was used to design and produce a qualified mathematics test to measure students’ CT skills. Three mathematical-essay problems were assessed by four experts in mathematics education, and administrated to 35 eleventh-grade students at a public senior high school in Bandung city. A number of quantitative analyses, such as Aiken’s V, Kendall’s W test, Pearson correlation, Cronbach alpha, discrimination index, and difficulty index were applied to assess the test’s quality. Results of this study showed high content and construct validity through expert assessment, as well as strong criterion-related validity based on student performance. High reliability was confirmed through Cronbach’s alpha, indicating consistent results across all test items. In addition, item analysis revealed very good discrimination indices and recommended difficulty levels, ensuring the test effectively differentiates student skills. The test provides a model for educators and curriculum designers in mathematics education seeking to improve classroom assessments, particularly in assessing students’ CT skills.
Co-Authors Antomi Saregar Bambang Avip Priatna Martadiputra cakrawala Dadang Juandi Dewi Lengkana Edi Suyanto Edwin Musdi Fredi Ganda Putra Jihe Chen Khoirunnisa Imama Muhammad Fuad Nana Diana Nonong Amalita Nur Arifin Nurhanurawati Nurhanurawati Rahma Diani Rofiqul Umam Santi Widyawati Sugeng Sutiarso Tamur, Maximus Trisna Nugraha Turmudi Ulul Azmi Muhammad Yohannes Yohannes