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All Journal Cakrawala Pendidikan Journal on Mathematics Education (JME) Jurnal Infinity Jurnal Riset Pendidikan Matematika Journal of Honai Math International Journal on Emerging Mathematics Education Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika Southeast Asian Mathematics Education Journal International Journal of Social Learning (IJSL) Journal of Mathematics Instruction, Social Research and Opinion International Journal of Mathematics and Mathematics Education (IJMME) International Journal of Essential Competencies in Education JRAMathEdu (Journal of Research and Advances in Mathematics Education) Jurnal Infinity Mathematics Education Journal Journal on Mathematics Education
Masitah Shahrill, Masitah
Sultan Hassanal Bolkiah Institute of Education, Universiti Brunei Darussalam, Bandar Seri Begawan
Arts Humanities Decision Sciences, Operations Research & Management Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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Journal : Mathematics Education Journal

 1 
Solving Fractions by Applying the Bar Model Concept with the Butterfly Method Low, Jessica; Shahrill, Masitah; Zakir, Nordiana
Mathematics Education Journal Vol. 14 No. 2 (2020): Jurnal Pendidikan Matematika
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

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Abstract

This study aims to investigate an intervention in the application of the Butterfly Method Algorithm with the Bar Model Concept on the addition and subtractions of Fractions to Year 9 students in one of the Government secondary schools in Brunei Darussalam. The Butterfly Method is an alternative visual method for teaching fractions where the diagonal and horizontal multiplication of the denominators and numerators are employed by drawing the Butterfly. A mixed-method approach was used to explore the impact of the intervention with data gathered from the students’ written pre- and post-tests and interview transcripts. The tests conducted before and after the intervention were used to analyze students’ errors and misconceptions. The students’ written analyses of the post-test results revealed that not all of the students applied the Butterfly Method. A few students were selected for interviews in order to gain deeper insights into how they developed the errors and misconceptions from both tests. Findings from the students’ interview transcripts revealed they were not confident with the Butterfly Method, and they needed more time to be familiar with the concept. Another factor for not applying the Butterfly Method is due to students’ confusion on subtracting fractions that has the same denominators as well as subtracting a proper fraction from a whole number. This study concluded that students who applied the Butterfly Method helped them to remember the new method from the intervention satisfactorily in comparison to those who lack the confidence in applying it.
Addressing Student Learning Gaps in Fractions: How Effective is Synchronous Videoconferencing? Japar, Irfan; Asamoah, Daniel; Shahrill, Masitah
Mathematics Education Journal Vol. 16 No. 1 (2022): Jurnal Pendidikan Matematika
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

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The addition and subtraction of fractions are considered one of the most difficult topics in mathematics for students. However, interventions to improve student performance in this direction are not widespread. This action research study investigated the effectiveness of synchronous videoconference intervention in improving student performance in addition and subtraction of fractions. It also explored the perceptions of students about synchronous e-learning sessions. A total of 51 Year 7 students conveniently sampled from a government school in Brunei Darussalam served as participants for this study. The action taken included a pre-test, a videoconference lesson intervention, a post-test, survey, and interviews. The paired sample t-test revealed a significant difference in test scores t(50) = -3.50, p<0.001, with post-test scores (Mean = 8.47, SD = 1.78) higher than the pre-test scores (Mean = 7.1, SD = 3.10). These findings suggest that student performance improved after the videoconferencing intervention. The results of the survey and interviews revealed that the students had a positive perception of the videoconference lessons. They described the lessons as pleasant, collaborative, and convenient. However, they reported challenges, such as unstable internet connection, distractions, and inadequate teacher supervision. Despite these challenges, they equally preferred videoconferencing and traditional face-to-face lessons. This study concluded that videoconferencing could be a useful tool in teaching and learning fractions. It has the potential in improving student-centered teaching and learning, especially when the challenges that come with its use are controlled.DOI : https://doi.org/10.22342/jpm.16.1.17027.103-120
Primary School Pupils’ Performance on the Addition of Fractions: Conceptual and Procedural Knowledge Abbas, Nor’ Arifahwati; Abdullah, Nor Azura; Shahrill, Masitah; Tengah, Khairul Amilin
Mathematics Education Journal Vol. 16 No. 2 (2022): Jurnal Pendidikan Matematika
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

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Fractions remain predominantly one of the most challenging topics to teach and learn. Brunei Darussalam is no exception, where a few local researches reported that students performed poorly in fraction topics. To understand this situation, this study focuses on pupils’ understanding in solving problems on fractions. Specifically, this study investigated Year 5 pupils’ conceptual and procedural performance on the addition of fractions. This study employed a quantitative research approach involving 572 primary school children. A test consisting of six carefully planned questions on fractions was used as the research instrument. The questions were divided into two sections to test pupils’ conceptual and procedural understanding laterally. The findings from this study revealed that children performed better in the procedural than in the conceptual questions. It can be concluded that most Year 5 pupils can correctly attempt the addition of fractions via procedural approach without understanding the essential concepts involved. Recommendation for future research was also discussed.DOI : https://doi.org/10.22342/jpm.16.2.17811.227-238
Co-Authors Abas, Nur Basmirah Haji Abbas, Nor 'Arifahwati Haji Abbas, Nor’ Arifahwati Abdul Ghani, Syahida Abdul Latif, Nurul Harizah Abdul Latif, Siti Norhedayah Abdullah, Nor Azura Abu Bakar, Najibah Pg Adnan, Mazlini Alias, Nurul Hafizah Asamoah, Daniel Chong, Jessie Siew Yin Chong, Maureen Siew Fang El Milla, Yulia Izza Emran, Afiqah Bari’ah Haji Farida Nurhasanah Fiangga, Shofan Georgina Chua Ling Ling, Georgina Chua Ling Haji Alias, Nurul Hafizah Haji Hamdan, Muhammad Khairul Kamilin Haji Mosli, Ani Afifah Hj Ali Mashod, Mohd Khairul Azam Irfan Wahyu Prananto Ismail, Nur Fatin Haji Jaidin, Jainatul Halida Jamil, Siti Nur Amalina Japar, Irfan Jawawi, Rosmawijah Johari, Marlizayati Khanafiah, Nadiah Maimunah Khoo Jia Sian, Khoo Jia Laidin, Dalilah Farzana Haji Lee, Cheryl Li, Hui-Chuan Low, Jessica Malek, Nurafiqah Haji Abd Musa, Juraidah Norashikin Yusof, Norashikin Omar Ali, Aliamat Pasri Pengiran Omar, Dk Nurul 'Izzati Ristiana, Novita Roslinawati Roslan, Roslinawati Rully Charitas Indra Prahmana Said, Hardimah Salleh, Sallimah M. Sani, Hamizah Shahrum, Mohamad Bahzi Al Barakat Suhaimi, Zuhairina Tan, Sil Yin Tengah, Khairul Amilin Tian Abdul Aziz Wahyu Hidayat Yakob, Shafiee Yanti, Liza Puspita Yoppy Wahyu Purnomo Yurizka Melia Sari Yussop, Muhammad Abdul Hanif Zakir, Nordiana