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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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Math Trace of a Million Flowers City: Learning Two-Dimensional using Ethno-RME and MathCityMap Ristiana, Novita; Prahmana, Rully Charitas Indra; Shahrill, Masitah
Jurnal Riset Pendidikan Matematika Vol. 11 No. 2 (2024): November 2024
Publisher : Fakultas Matematika dan Ilmu Pengetahuan Alam Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jrpm.v11i2.77850

Abstract

Recent research addressing the integration of cultural contexts with digital tools in mathematics education remains scarce. Previous studies have predominantly focused on traditional teaching methods, ethnomathematics, and implementing Realistic Mathematics Education (RME) as distinct approaches. However, this study bridges a critical gap by combining Ethnomathematics and RME, referred to as Ethno-Realistic Mathematics Education (Ethno-RME), with MathCityMap technology. This innovative approach applies culturally relevant mathematics instruction to real-world scenarios. Specifically, the research enhances student engagement with two-dimensional geometric shapes through experiential learning set in the cultural context of Magelang Square in the City of Million Flowers. Employing a design research approach with a validation studies scenario, data were collected via photo and video documentation, interviews, and student worksheets. The study's learning trajectory is structured around three MathCityMap activities, demonstrating that integrating Magelang Square's cultural context with Ethno-RME and MathCityMap technology significantly improves students' conceptual understanding of two-dimensional shapes. These findings provide valuable insights for educators by introducing a novel pedagogical framework emphasizing the importance of cultural relevance and technological integration in mathematics education.
The perceived ideal qualities of secondary school mathematics leaders Hj Ali Mashod, Mohd Khairul Azam; Pengiran Omar, Dk Nurul 'Izzati; Khanafiah, Nadiah Maimunah; Haji Alias, Nurul Hafizah; Tan, Sil Yin; Haji Mosli, Ani Afifah; Abdullah, Nor Azura; Shahrill, Masitah
Journal of Honai Math Vol. 5 No. 1 (2022): Journal of Honai Math
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jhm.v5i1.249

Abstract

Effective school leadership is critical for school success. Teachers as leaders have extraordinary influences not only in their classrooms but also in the general school framework. The aspect of teacher leadership provides self-knowledge and the courage to act on that knowledge. However, there is no consensus on what defines teacher leaders and the specific qualities that characterise them. In this study, the insights of twelve conveniently sampled graduate teacher candidates in one of the teacher training institutions in Brunei Darussalam were explored. They were asked to describe the ideal leadership qualities that a secondary school mathematics teacher leader should possess. There were many variations in their responses. However, the overarching finding was that mathematics teacher leaders should have ideal qualities that make them functional within and outside of the classroom. Key attributes such as effective classroom management, content and pedagogical knowledge, effective communication and problem-solving skills, and the ability to contribute to maintaining a healthy school-community partnership were mentioned. This study concluded that in defining teacher leadership, it is essential to define the concept based on teachers’ ability to influence others to achieve set goals within and outside of the classroom.
Mastering fractions and innovating with the station rotation model in blended learning Abdul Latif, Nurul Harizah; Shahrill, Masitah; Hidayat, Wahyu
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.
Mastering fractions and innovating with the station rotation model in blended learning Abdul Latif, Nurul Harizah; Shahrill, Masitah; Hidayat, Wahyu
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.
Students’ failure to understand fraction multiplication as part of a quantity Purnomo, Yoppy Wahyu; Pasri; Aziz, Tian Abdul; Shahrill, Masitah; Prananto, Irfan Wahyu
Journal on Mathematics Education Vol. 13 No. 4 (2022): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v13i4.pp681-702

Abstract

In the body of knowledge in mathematics education research, fractions are one of the researchers' concerns. The reason is because fractions are very difficult for students to understand. This study explores elementary school students' knowledge and obstacles in dealing with the multiplication of fractions. This study employs descriptive quantitative and qualitative approaches. Data were collected using the fractional knowledge test administered to 56 fifth-grade students and cognitive semi-structured interviews with six students depending on their test scores. The results of this study show that students’ knowledge of fractions is restricted, with challenges interpreting context-based problems and the usage of “of” terms. Another finding shows that students’ procedural knowledge is more dominant than conceptual knowledge. To develop students’ knowledge of fractions, the portion of context-based learning must be an emphasis. The importance of developing research-based textbooks based on a suitable learning trajectory is highlighted.
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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Abstract

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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Abstract

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
Effects of Buddy system on year 9 students’ mathematical discernments and performance Jamil, Siti Nur Amalina; Shahrill, Masitah; Sari, Yurizka Melia
JRAMathEdu (Journal of Research and Advances in Mathematics Education) Volume 10 Issue 2 April 2025
Publisher : Lembaga Pengembangan Publikasi Ilmiah dan Buku Ajar, Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/jramathedu.v10i2.7058

Abstract

Cooperative learning is a student-centred approach that enhances engagement and understanding. This study investigates the effectiveness of the Buddy system, a cooperative learning strategy, in improving Year 9 students’ mathematical performance in converting between decimals, fractions, and percentages (DFP), and explores their perceptions of the system. Conducted in Brunei, where the Buddy system is relatively underexplored, the study employed a mixed-methods design using pre- and post-tests, questionnaires, and student reflection journals across three intervention cycles. Results showed an overall improvement in test scores, though a few students experienced slight score declines. Students generally viewed the Buddy system positively, citing peer guidance, emotional support, and collaborative learning as key benefits. While the findings support the system’s potential within this specific context, further research is needed to assess its applicability across subjects or educational levels.
Investigating the Onion Skin Method for Solving Simple Linear Equations Abdul Ghani, Syahida; Shahrill, Masitah; Said, Hardimah
Southeast Asian Mathematics Education Journal Vol 14, No 2 (2024)
Publisher : SEAMEO Regional Centre for QITEP in Mathematics

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46517/seamej.v14i2.361

Abstract

As one of the mathematical mnemonic tactics that use a visual approach, the Onion Skin Method (OSM) compares the structure of an onion to that of a mathematical problem. The study aimed to determine, through pre-and post-testing, the influence of incorporating the OSM into the learning of solving basic linear equations. The sample involved two Year 10 classes consisting of 31 students. Using a paired t-test, the study demonstrated a considerable improvement in students’ ability to solve linear equations. A semi-structured interview with six students was done to examine their perceptions. Five themes were derived from the interviews: the time spent by students to solve simple linear equations, students’ reactions to their performance on the post-test, students’ preferred method for solving linear equations, students’ perception of the OSM, and students’ future use of the OSM. The findings indicated that the OSM accommodates the learning styles of the participants, which predominantly employ mnemonic strategies. This research may inspire teachers to use alternative methods when instructing students on solving fundamental linear equations, allowing them to modify their instruction or develop more practical lessons for teaching.
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