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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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Exploring the Use of Journal Writing in Mathematics Classroom Suhaimi, Zuhairina; Shahrill, Masitah; Abbas, Nor 'Arifahwati Haji; Tengah, Khairul Amilin; Roslan, Roslinawati; Yusof, Norashikin
International Journal on Emerging Mathematics Education IJEME, Vol. 1 No. 1, March 2017
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijeme.v1i1.5683

Abstract

This paper focuses on secondary mathematics lessons that integrated journal writing with the use of the writing-to-learn pedagogical strategy. Investigations were conducted on the influence of journal writing on Year 10 secondary students' mathematical performance. It is an action research study that comprised of two cycles and involved 35 students from two classes in a secondary school in Brunei Darussalam. The analyses of the data were extracted from the students' pre- and post-test scores and their journal entries. The findings revealed that even though the students' journal entry score was high, this does not necessarily imply improvements in their mathematical performance. Furthermore, other factors such as classwork and homework given during and after the lessons may have also contributed to the students' mathematical achievements.
Utilising the Think-Pair-Share Technique in the Learning of Probability Lee, Cheryl; Li, Hui-Chuan; Shahrill, Masitah
International Journal on Emerging Mathematics Education IJEME, Vol. 2 No. 1, March 2018
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/ijeme.v2i1.8218

Abstract

The main objective of this study is to investigate the effects of collaborative learning on students’ understanding of probability and their attitudes towards mathematics. The participants were 15 Year 10 students selected by convenience sampling at a secondary school in Brunei Darussalam. In total, six intervention lessons with the application of Think-Pair-Share strategy were conducted. Data collection methods included a series of tests (pre- and post-tests and delayed post-test), surveys, students’ interviews and lesson observations. The findings revealed improvements in the students’ test scores and they were able to retain their knowledge after a period of time. From the triangulated data, it was found that the students demonstrated an increase in their self-efficacy, participation, understanding and enjoyment levels after the intervention. Their enjoyment towards learning probability was derived from being able to communicate with their peers. The students showed more enthusiasm and participation in class as the lessons progressed.
Self-Reliant Learning Strategy in Vocational and Technical Education: Insights from Group Collaboration Yussop, Muhammad Abdul Hanif; Shahrill, Masitah; Abdul Latif, Siti Norhedayah
International Journal of Social Learning (IJSL) Vol. 1 No. 3 (2021): August
Publisher : Indonesian Journal Publisher in cooperation with Indonesian Social Studies Association (APRIPSI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (678.009 KB) | DOI: 10.47134/ijsl.v1i3.73

Abstract

In this study, a self-reliant learning strategy was used in the teaching and learning of a Mathematics module at a local technical institution to investigate its effectiveness in improving the students' performance in descriptive statistics. This study also examined how group work activity, when integrated with the self-reliant strategy, can contribute to students' development in directing their learning. Forty-two students were observed on how a self-reliant learning strategy affects their performance. It is found that the self-reliant learning strategy had a positive impact on the students' performance in their learning of descriptive statistics and that group work activity improved students' learning skills, especially on planning, monitoring, and evaluating their course of learning on their own. The findings of this study hoped to provide pedagogical alternatives and persuade teachers to consider the self-reliant learning strategy that promotes flexibility in the course of the students' learning.
Improving Conceptual Knowledge and Soft Skills among Vocational Students through Inquiry-Based Learning in a Flipped Classroom Haji Hamdan, Muhammad Khairul Kamilin; Salleh, Sallimah M.; Shahrill, Masitah; Asamoah, Daniel
International Journal of Social Learning (IJSL) Vol. 2 No. 2 (2022): April
Publisher : Indonesian Journal Publisher in cooperation with Indonesian Social Studies Association (APRIPSI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (577.177 KB) | DOI: 10.47134/ijsl.v2i2.140

Abstract

This study investigated the efficacy of inquiry-based learning (IBL) in a flipped classroom in enhancing vocational students’ conceptual knowledge and inquiry skills of vocational students. We conducted IBL interventions in a flipped classroom through a pre-experimental design (i.e., one-group pretest-posttest approach). A total of 14 second-year students of the HNTec in Agro-technology programme in one of the vocational schools in Brunei Darussalam were conveniently sampled. Data were collected through achievement tests and online interviews, and analysed using the paired sample t-test, the Wilcoxon-signed rank test, and thematic analysis. The findings showed that the IBL intervention in a flipped classroom improved the conceptual knowledge and inquiry skills of vocational students. There were significant differences (p=0.001<0.05) between the pretest and posttest scores of students’ conceptual knowledge: declarative, procedural, and semantic, and the dimensions of inquiry skills: observation, questioning, hypothesising, investigation and interpretation. Students reported positive perceptions toward IBL in a flipped classroom although they faced accessibility and adaptability challenges. This study concluded that IBL in a flipped lesson environment enhances the conceptual knowledge and inquiry skills that are fundamental in developing soft skills among vocational students. Recommendations were made based on the need to ensure a simultaneous use of IBL and flipped pedagogical approaches in vocational education.
The integration of a problem-solving framework for Brunei high school mathematics curriculum in increasing student’s affective competency Chong, Maureen Siew Fang; Shahrill, Masitah; Li, Hui-Chuan
Journal on Mathematics Education Vol. 10 No. 2 (2019): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

A mathematics framework was developed to integrate problem-solving that incorporated simulation of real-life problems in the classrooms. The framework coined as the RECCE-MODEL emphasised understanding and thinking with a view on mathematics embedded in real-life. The RECCE which stands for Realistic, Educational, Contextual, Cognitive, and Evaluation encompass the underlying principles of teaching problem solving and guide teachers in planning, designing, developing, and facilitating real-life activity tasks in developing students’ problem-solving competencies in mathematics lessons. It also explores students’ cognitive competency in their application of abstract mathematical knowledge into real-life problems based on students’ developmental status of their thinking and reasoning skills correlating to Meanings, Organise, Develop, Execute and Link (MODEL). This study investigated the affective development of the students through activity tasks developed by the sampled teachers using the principles within the framework. In total, 94 students from two high schools in Brunei Darussalam responded to a students’ questionnaire constructed to address the MODEL aspect of the framework. In particular, the analyses involved the students’ affective competencies that corresponded to a 19-item instrument within the questionnaire. The findings showed that Brunei high school students have stimulated beliefs and positive attitudes towards non-routine problem-solving in the learning of mathematics. Meanwhile, meaningful activities developed by the teachers encouraged the development of cognitive-metacognitive and affective competencies of the students. The RECCE-MODEL framework paved the way towards understanding the relationships between effective pedagogical approaches and students’ learning, and between attitudes and cognitive abilities, and also for teachers to make better-informed decisions in the delivery of the curriculum.
Prospective teachers’ iceberg designs in realistic mathematics education approach: Connecting mathematics and the SDGs Sari, Yurizka Melia; Fiangga, Shofan; El Milla, Yulia Izza; Shahrill, Masitah; Yanti, Liza Puspita
Journal on Mathematics Education Vol. 16 No. 3 (2025): 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.v16i3.pp981-1000

Abstract

The Iceberg Design framework has been utilized to represent the progression of students’ mathematical understanding, moving from informal, contextually grounded reasoning toward formal mathematical abstraction. This study investigates how prospective mathematics teachers develop Iceberg Designs within the Realistic Mathematics Education (RME) framework, a model that enhances contextual learning and supports mathematical literacy. Thirty prospective mathematics teachers from Universitas Negeri Surabaya participated in this qualitative study, collaboratively designing Iceberg models as part of their coursework. Data from document analysis, interviews, and observations were evaluated using content analysis, the research evaluated the depth and coherence of their designs across four key components: situational contexts which evaluates the relevance and variety of real-world situations, model-of representations which examines the assistance of mathematical representation to connect the context into mathematical concept, model-for abstractions which assess the use of mathematical models toward formalization, and formal mathematical concepts which assess the mathematical ideas being explicitly involved. The findings reveal significant variation in the quality and completeness of the Iceberg Designs. Models for equivalent ratios and quadratic equations exhibited strong integration, using multiple, varied contexts to bridge situational and formal mathematical understanding effectively. Conversely, designs for fraction multiplication and quadrilateral area conservation were often surface level, relying on a single, underdeveloped context that hindered abstraction. Importantly, the study underscores the potential of Iceberg Designs to support the Sustainable Development Goals (SDGs), particularly in fostering critical thinking, practical problem-solving, and meaningful contextual learning for high quality of education (SDG 4) and decent work for sustainable economic growth (SDG 8). These insights indicate the need for deeper integration of RME principles in teacher education and curriculum development through sustained investment in this area.
Strong and Weak Mathematical Connections among Prospective Mathematics Teachers in Differential Calculus Problem-Solving Pambudi, Didik Sugeng; Shahrill, Masitah
Mathematics Education Journal Vol. 20 No. 1 (2026): Mathematics Education Journal
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/mej.v20i1.pp125-144

Abstract

Differential calculus problem requires the ability to connect various mathematical ideas, making mathematical connection ability an essential skill. Research indicates that prospective mathematics teachers demonstrate varying levels of mathematical connection ability. This study aimed to describe the characteristics of prospective mathematics teachers’ mathematical connection ability when solving differential calculus problems. An exploratory qualitative approach was employed involving 61 prospective mathematics teachers enrolled in a differential calculus course at a university in Indonesia. Data were collected through a written differential calculus problem and semi-structured interviews. The written responses were analyzed using five mathematical connections indicators, each scored on a scale of 0–20, to classify participants into strong, moderate, and weak levels. Interview data were used to investigate the processes and factors underlying the emergence of different mathematical connection types. The analysis revealed four types of mathematical connections: part–whole, different representation, procedural, and implication connections. Prospective mathematics teachers with strong mathematical connection level were able to coherently integrate geometric concepts, representations, and calculus procedures by effectively connecting prior knowledge, such as right circular cone geometry and triangle similarity, with new knowledge, particularly the chain rule. In contrast, those with weak mathematical connection ability exhibited fragmented or incorrect prior knowledge, leading to inappropriate representations, flawed mathematical models, and difficulties in applying calculus concepts logically. These findings highlight that the success of differential calculus problem solving depends not only on procedural proficiency but also on the quality of mathematical connections constructed between prior and new knowledge.
Integrating Game-Based-Learning to Improve Students’ Essay Writing in High School Sociology Salim, Ahmad Nashihin; Jawawi, Rosmawijah; Shahrill, Masitah; Jaidin, Jainatul Halida; Musa, Juraidah
International Journal of Essential Competencies in Education Vol. 2 No. 1 (2023): June
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/ijece.v2i1.1359

Abstract

This study integrates game-based learning (GBL) in sociology lessons to investigate its impact on students’ essay writing. The study had a sample size of seven students from a Year 12 Sociology class in one of the high schools in Brunei Darussalam. This qualitative research made use of data collection instruments consisting of pre-test and post-test essay questions, semi-structured interviews, and lesson observations. Findings from the study have shown that the implementation of games that utilize civilization-building elements such as city building and resource management in a sociology lesson had a significant impact on students' performance in essay writing, specifically the quality of their argument, provided that they were used within the right context. The study also found an increase in students’ motivation, collaboration, and enjoyment of learning, attributing this to the games' designs and their easy accessibility via smartphones. Students’ perceptions of the use of GBL indicated a willingness to use it again as a learning tool in the near future. The findings provided insights into this area of study and may be able to provide useful information to educators, especially sociology teachers, who wish to make use of games to aid in making their students' learning an enjoyable experience in their lessons.
The Effects of Flipped Classroom in English Language Communicative Skills Yakob, Shafiee; Jawawi, Rosmawijah; Shahrill, Masitah; Jaidin, Jainatul Halida
International Journal of Essential Competencies in Education Vol. 2 No. 2 (2023): December
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/ijece.v2i2.1394

Abstract

This study investigates the effectiveness of Flipped Classroom in teaching speaking skills for an English communicative class as well as the students’ perceptions of this approach towards their learning experience. In the flipped classroom, students watched the videos and read the provided documents outside the classroom. In class, which was done virtually, group discussions, debates, and role-plays were conducted based on the content that they had watched before the class. Both the pre-test and post-test were the instruments used to measure effectiveness, and all eight students were interviewed to identify their perceptions of Flipped Classroom. This research found that this instructional method was effective in teaching speaking skills, as there were improvements in the post-test in comparison with the pre-test, where only three students managed to score above 50% while the rest failed. This study also revealed that the flipped classroom was beneficial to students as it helped them improve their speaking skills. Despite the problems they faced in class, their speaking skills improved tremendously.
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 Didik Sugeng Pambudi 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 Salim, Ahmad Nashihin 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