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All Journal Journal on Mathematics Education (JME) DIDAKTIKA BIOLOGI: Jurnal Penelitian Pendidikan Biologi Union: Jurnal Ilmiah Pendidikan Matematika Jurnal Dinamika Ekonomi Syariah Journal of Social, Justice and Policy Al-MIKRAJ: Jurnal studi Islam dan Humaniora Asketik: Jurnal Agama dan Perubahan Sosial Borneo Journal of Islamic Education Journal on Mathematics Education
Miftahul Hidayah, Miftahul
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Religion Arts Humanities Chemistry Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Physics Social Sciences Other

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Journal : Journal on Mathematics Education

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Linking diversity in learning Geometry: Exploring tessellation in techno-based mathematical tasks Laksmiwati, Pasttita Ayu; Hidayah, Miftahul; Schmidthaler, Eva; Prahmana, Rully Charitas Indra; Sabitzer, Barbara; Lavicza, Zsolt
Journal on Mathematics Education Vol. 14 No. 3 (2023): 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.v14i3.pp585-602

Abstract

Nowadays, digital technologies are crucial in supporting students in geometry in secondary mathematics classrooms. However, in some cases, the role of visual function in technology was only utilized for seeing and conjecturing, not for experimenting, while to develop a relational understanding of geometry concepts, students should actively participate in the learning process. To address the issue, this study investigated how students learn geometry with digital technology assistance based on students' diversity in their mathematics abilities. A task with a dynamic geometry software called Techno-based Mathematical Tasks (TbMT) was designed to assist students in exploring geometrical activities and solving a problem through investigations on tessellation. This research employs educational design research and focuses on the preliminary design by conducting a pilot study on three students based on the diversity in their ability in mathematics classrooms, i.e., low, middle, and high. As part of data collection, we captured students' works to examine critical information in their responses based on their differences in abilities. We collected the data through online meetings and recorded the data. We analyzed students' work from the recording by capturing critical information. The results revealed that the TbMT might provide students with opportunities to learn by exploring tessellation activities that might contribute to students' understanding of geometry concepts. Due to the limited number of participants in this study, further research can be an opportunity to expand the number of participants to enhance the contribution to the literature with more comprehensive empirical evidence.
A comparison of mathematical tasks types used in Indonesian and Australian textbooks based on geometry contents Hidayah, Miftahul; Forgasz, Helen
Journal on Mathematics Education Vol. 11 No. 3 (2020): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

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Abstract

This study examined the type of mathematical tasks in two Australian and two Indonesian mathematics textbooks for 7th-grade students. The quantitative data were collected from the coding results of the tasks in the textbooks. The tasks were coded based on six categories: the presentation forms, the cognitive requirements, the contextual features, the information provided, the number of steps required, and the numbers of answers. Both the similarities and differences in the mathematical tasks provided in the selected textbooks were analysed. The coding results reveal that the majority of tasks in both the Australian and Indonesian textbooks were presented in verbal and combined forms. Routine and closed tasks were still dominant in the four textbooks. More than 93% of tasks in the four textbooks had sufficient information for students to solve the problem. One of the Australian textbooks had a higher proportion of tasks with real-world contexts than the other textbooks. One of the Indonesian textbooks showed a high proportion of tasks requiring multiple steps or procedures. These results were used to explore the learning opportunities offered by the textbooks, and the possible influence on students’ performances in international assessments. Some recommendation for the refinement of the textbooks and future research are also outlined at the end of the study
Co-Authors Agustin, Indah Wahyu Dianto, Alpin Forgasz, Helen Laksmiwati, Pasttita Ayu Lavicza, Zsolt Marsono, Adi Muhammad Prayito Nurina Happy Purnomo, M. Wiji Rully Charitas Indra Prahmana Sabitzer, Barbara SATRIYAS ILYAS Schmidthaler, Eva Sultan, Lucky Purnama Taufik Hidayat Yusuf, Taufik