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All Journal Cakrawala Pendidikan Jurnal Pendidikan Matematika Bhineka Tunggal Ika: Kajian Teori dan Praktik Pendidikan PKN Lentera Sriwijaya : Jurnal Ilmiah Pendidikan Matematika Inovasi Matematika (Inomatika) Edutainment : Jurnal Ilmu Pendidikan dan Kependidikan Kreano, Jurnal Matematika Kreatif Inovatif Hipotenusa: Journal of Mathematical Society Mathematics Education Journal
Nyimas Aisyah
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Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Designing a STEM-Based Learning Trajectory on Tangent Lines to Parabolas Using a Football Context for Pre-Service Teachers Nopriyanti, Tika Dwi; Zulkardi; Ratu Ilma Indra Putri; Nyimas Aisyah
Kreano, Jurnal Matematika Kreatif-Inovatif Vol. 16 No. 2 (2025): Kreano, Jurnal Matematika Kreatif-Inovatif
Publisher : UNNES JOURNAL

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/kreano.v16i2.33871

Abstract

Understanding the concept of a tangent line to a parabola is an important topic but often a challenge for prospective mathematics teacher students when learning emphasizes procedures over conceptual understanding. This research aims to design a STEM-based learning trajectory (Hypothetical Learning Trajectory) to enhance students' mathematical flexibility skills. The research method uses design research with three stages: initial design, learning experiment (pilot and full implementation), and retrospective analysis. The research subjects consisted of pre service mathematics teacher students from two classes. The learning path includes three STEM activities: exploring the crossbar challenge video in soccer, algebraic analysis and visualization using Desmos, and constructing and verifying tangents analytically and graphically. Data were obtained through classroom observation, interviews, worksheets, and videos, and were analyzed qualitatively using triangulation and the constant comparison method. The results show that students move from intuitive reasoning toward formal understanding thru transitions in contextual, symbolic, and graphical representations. Revising the HLT results in a Local Instructional Theory (LIT) that strengthens students' thinking flexibility and conceptual understanding. The results suggest that subsequent studies could refine and implement this LIT across diverse mathematical topics or STEM-integrated learning environments to examine its broader impact on students’ representational and reasoning flexibility. Abstrak Pemahaman tentang konsep garis singgung pada parabola merupakan topik yang penting namun sering menjadi tantangan bagi mahasiswa calon guru matematika ketika pembelajaran lebih menekankan pada prosedur daripada pemahaman konseptual. Penelitian ini bertujuan untuk merancang lintasan belajar berbasis STEM (Hypothetical Learning Trajectory) guna meningkatkan kemampuan fleksibilitas matematis mahasiswa. Metode penelitian yang digunakan adalah design research yang terdiri atas tiga tahap: desain awal, eksperimen pembelajaran (uji coba awal dan implementasi penuh), serta analisis retrospektif. Subjek penelitian terdiri atas mahasiswa calon guru matematika dari dua kelas. Lintasan belajar yang dikembangkan meliputi tiga aktivitas berbasis STEM, yaitu mengeksplorasi video crossbar challenge dalam sepak bola, melakukan analisis aljabar dan visualisasi menggunakan Desmos, serta membangun dan memverifikasi garis singgung secara analitik dan grafis. Data diperoleh melalui observasi kelas, wawancara, lembar kerja mahasiswa, dan rekaman video, kemudian dianalisis secara kualitatif dengan teknik triangulasi dan metode perbandingan konstan. Hasil penelitian menunjukkan bahwa mahasiswa mengalami pergeseran dari penalaran intuitif menuju pemahaman formal melalui transisi representasi kontekstual, simbolik, dan grafis. Revisi terhadap HLT menghasilkan Local Instructional Theory (LIT) yang memperkuat keluwesan berpikir dan pemahaman konseptual mahasiswa. Hasil ini juga menunjukkan bahwa penelitian lanjutan dapat menyempurnakan dan mengimplementasikan LIT tersebut pada berbagai topik matematika atau lingkungan pembelajaran berbasis STEM untuk menelaah dampak yang lebih luas terhadap fleksibilitas representasional dan penalaran mahasiswa.
The Integration of Technology in Ratio and Proportion Learning: A Systematic Literature Review Lucy Asri Purwasi; Nyimas Aisyah; Yusuf Hartono; Budi Mulyono
Hipotenusa: Journal of Mathematical Society Vol. 8 No. 1 (2026): Hipotenusa : Journal of Mathematical Society
Publisher : Program Studi Tadris Matematika Universitas Islam Negeri (UIN) Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/hipotenusa.v8i1.6101

Abstract

Ratio and proportion are fundamental topics in mathematics taught from elementary school to college, with significant relevance in education and everyday life. This study aims to systematically review technology-based innovations in ratio and proportion learning over the past 13 years. A Systematic Literature Review method was used to identify, synthesize, and analyze 23 journals published between 2012 and 2025, utilizing the Scopus and Google Scholar databases. This literature review consists of three main stages: planning, implementation, and reporting the review. The analysis results show that the most dominant type of technology used is Game-Based Learning, followed by Web-Based Platforms. These technologies have significantly contributed to improving mathematical skills such as proportional reasoning, problem-solving, critical thinking, creativity, and communication, especially among elementary and secondary school students. Proportional reasoning was noted as the key skill most developed through the application of these technologies. Based on these findings, further research is recommended to design interventions that integrate technology and local culture, employ contextual and realistic approaches, and also consider affective domains, such as self-confidence, motivation, and values, which are still under-researched but play a crucial role in technology use. This is expected to significantly contribute to creating more meaningful and accessible learning experiences.
Co-Authors Anggria Septiani Mulbasari, Anggria Septiani Bernika Indrialis Ifana Budi Mulyono Cecil Hiltrimartin I Ketut Suada Indaryanti Indaryanti Jeri Araiku Kurniadi, Elika Lewy Lewy Marhamah Marhamah Meryansumayeka Meryansumayeka Nizarwati Nizarwati Nurul Ain Safura Pratiwi, Weni Dwi Purwasi, Lucy Asri Rani Alysia Ratu Ilma Indra Putri Scristia Theresia Ingga Sari Tika Dwi Nopriyanti, Tika Dwi Umi Chotimah Yusuf Hartono Zulkardi Zulkardi Zulkardi