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All Journal Journal of Mathematics and Mathematics Education (JMME) PAEDAGOGIA
Yuli Bangun Nursanti
Universitas Sebelas Maret
Education Mathematics

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Develop Creativity, Imagination Ability, and Understanding Of Mathematics Concepts Using Geogebra As A Virtual Learning Media By Guidebooks Yuli Bangun Nursanti; Farida Nurhasanah
Journal of Mathematics and Mathematics Education Vol 13, No 1 (2023): Journal of Mathematics and Mathematics Education (JMME)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jmme.v13i1.77382

Abstract

The progress of technology necessitates educators to enhance the quality of education and establish an effective and innovative learning environment. Mathematics is often a challenging field of study for students, as they struggle to comprehend abstract mathematical concepts. As professional educators, teachers must be capable of addressing these difficulties. One approach to overcoming these challenges is by providing simple and engaging learning resources for students. Technology is expected to provide convenience for teachers in improving their teaching abilities. By utilizing Geogebra, both teachers and students can engage in visual exploration to understand abstract mathematical concepts, conduct simulations, and approach problem-solving from various angles in a more intuitive manner. For instance, students can explore the relationship between a linear function and its graph by adjusting the line's parameters. The research was conducted on students in the fourth semester of mathematics education who took the Mathematics Learning Media subject, semester IV of the 2021 curriculum of the Faculty of Teacher Training and Education, the Mathematics Education Study Program at Sebelas Maret University Surakarta for the 2022/2023 academic year which consist of 44 students. Based on the conducted research, it was determined that the Geogebra application can enhance and foster the development of students' mathematical skills. Furthermore, through the visualization of guidebooks, researchers observed that students became more practical, imaginative, and inventive in explaining the implementation of the Geogebra application, particularly in the context of mathematics.
Need Analysis for Improving Mathematics Education with STEAM: Exploring Batik Pattern Design Yuli Bangun Nursanti; Arum Nur Wulandari
PAEDAGOGIA Vol 26, No 2 (2023): PAEDAGOGIA Jilid 26 No 2 (2023)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/paedagogia.v26i2.78299

Abstract

Mathematics has historically been perceived as challenging for many students. However, mathematics has significant potential for developing creativity, especially in solving problems in complex scenarios. The STEAM approach (Science, Technology, Engineering, Arts, and Mathematics) systematically integrates mathematics with various disciplines to foster intellectual growth, critical thinking, and creative thinking by highlighting the interrelationships between these fields. STEAM positions mathematics as a field that can build on other areas, including the arts. This idea is clearly illustrated through its integration with culture, especially the art of batik, where mathematical elements such as geometric patterns, symmetry principles, rotation, and reflection are depicted in the process. This study aims to increase students' understanding of the art of batik and the application of mathematics to arouse students' interest in mathematics. The study involved 41 elementary school students covering grades 4, 5, and 6. They initially completed a pre-test questionnaire comprising 25 questions that investigated their basic knowledge of batik and their level of interest in mathematics. Educational activities with the theme of mathematics, including geometry, batik, and the use of Microsoft Word, to explore creative digital batik pattern designs are given as initial treatment. After this treatment, participants were given a post-test. This study showed a marked increase in students' understanding of batik and their knowledge of geometric mathematics, especially in designing batik patterns.
Co-Authors Arum Nur Wulandari Farida Nurhasanah