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All Journal International Journal of Evaluation and Research in Education (IJERE) CAUCHY: Jurnal Matematika Murni dan Aplikasi Jurnal Infinity Jurnal Elemen Al-Jabar : Jurnal Pendidikan Matematika Al Ishlah Jurnal Pendidikan JURNAL EKSAKTA PENDIDIKAN (JEP) Edunesia : jurnal Ilmiah Pendidikan Journal of Mathematical Pedagogy (JOMP) Kreano, Jurnal Matematika Kreatif Inovatif International Journal of Didactic Mathematics in Distance Education Jurnal Infinity Journal on Mathematics Education IJIS Edu : Indonesian Journal of Integrated Science Education
Zulnaidi, Hutkemri
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Agriculture, Biological Sciences & Forestry Biochemistry, Genetics & Molecular Biology Chemistry Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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Journal : Jurnal Infinity

 1 
Factors influencing the attitude of undergraduate students towards mathematical reasoning: An approach using AMOS-structural equation modelling Tak, Chan Choon; Zulnaidi, Hutkemri; Eu, Leong Kwan
Jurnal Infinity Vol 14 No 1 (2025): VOLUME 14, NUMBER 1, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v14i1.p109-124

Abstract

Studies on mathematics achievement status show that mathematical reasoning in Malaysian education is critical, especially among university students. Students' attitude toward mathematics is affected by affective, behavioural and cognitive factors. The present research investigated the connections between these variables and their impact on individuals' attitudes towards mathematics reasoning. A statistical analysis method, namely, AMOS-Structural Equation Modelling, was used in this approach. The survey method involving 378 university education students around the Klang Valley was selected using a proportional stratified random sampling technique. The respondents must complete the mathematics reasoning assessment and answer the questionnaire consisting of three components: affective, behavioural and cognitive towards mathematics reasoning. AMOS-Structural Equation Modelling (AMOS-SEM) was applied using data obtained from questionnaires. Results demonstrated that the measurement models showed acceptable validity and reliability by removing some indications from the scales. The findings illustrate the relationship between students' attitudes and mathematical reasoning. Moreover, attitude is significantly related to students' mathematical reasoning performance in university education. The next study's recommendation involves an interview session to explore more findings that might impact their learning in mathematical reasoning.
Development of mobile augmented reality-based geometry learning games to facilitate spatial reasoning Mandala, Arif Sapta; Anwar, Lathiful; Sa'dijah, Cholis; Zulnaidi, Hutkemri
Jurnal Infinity Vol 14 No 2 (2025): VOLUME 14, NUMBER 2, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v14i2.p323-348

Abstract

Geometry learning requires a comprehensive understanding of spatial reasoning, but students face difficulty in mastering the skill. As a virtual technology, Augmented Reality (AR) offers a solution to overcome the challenges in spatial reasoning with the potential to represent and manipulate objects and develop spatial images mentally. Therefore, this research aimed to develop a mobile educational game named GEMBI AR to support students' spatial reasoning skills in geometry learning. The ADDIE model consists of analysis, design, development, implementation, and evaluation phases used to conduct research and development (R&D). The participants included six expert validators, two mathematics teachers, and eighteen eighth graders. In addition, the expert validators validated GEMBI AR in terms of quality. The result showed that GEMBI AR was valid as a geometry learning tool. According to the feedback of teachers and students, GEMBI AR was practical for educational purposes since the application positively impacted spatial reasoning. Students' spatial reasoning skills were also enhanced to compare the differences in the pre-test and post-test using Wilcoxon (Z = –3.578, p = 0.000 < 0.05). Meanwhile, the N-Gain score of 0.576, showing moderate improvement, reflected gains in spatial perception, mental rotation, and visualization. These findings suggest that GEMBI AR is a functional and valid educational resource useful for helping students develop geometric spatial reasoning. Thus, geometry learning supported by GEMBI AR has the potential to enhance spatial reasoning in secondary school.
Factors influencing the attitude of undergraduate students towards mathematical reasoning: An approach using AMOS-structural equation modelling Tak, Chan Choon; Zulnaidi, Hutkemri; Eu, Leong Kwan
Jurnal Infinity Vol 14 No 1 (2025): VOLUME 14, NUMBER 1, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v14i1.p109-124

Abstract

Studies on mathematics achievement status show that mathematical reasoning in Malaysian education is critical, especially among university students. Students' attitude toward mathematics is affected by affective, behavioural and cognitive factors. The present research investigated the connections between these variables and their impact on individuals' attitudes towards mathematics reasoning. A statistical analysis method, namely, AMOS-Structural Equation Modelling, was used in this approach. The survey method involving 378 university education students around the Klang Valley was selected using a proportional stratified random sampling technique. The respondents must complete the mathematics reasoning assessment and answer the questionnaire consisting of three components: affective, behavioural and cognitive towards mathematics reasoning. AMOS-Structural Equation Modelling (AMOS-SEM) was applied using data obtained from questionnaires. Results demonstrated that the measurement models showed acceptable validity and reliability by removing some indications from the scales. The findings illustrate the relationship between students' attitudes and mathematical reasoning. Moreover, attitude is significantly related to students' mathematical reasoning performance in university education. The next study's recommendation involves an interview session to explore more findings that might impact their learning in mathematical reasoning.
Development of mobile augmented reality-based geometry learning games to facilitate spatial reasoning Mandala, Arif Sapta; Anwar, Lathiful; Sa'dijah, Cholis; Zulnaidi, Hutkemri
Jurnal Infinity Vol 14 No 2 (2025): VOLUME 14, NUMBER 2, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v14i2.p323-348

Abstract

Geometry learning requires a comprehensive understanding of spatial reasoning, but students face difficulty in mastering the skill. As a virtual technology, Augmented Reality (AR) offers a solution to overcome the challenges in spatial reasoning with the potential to represent and manipulate objects and develop spatial images mentally. Therefore, this research aimed to develop a mobile educational game named GEMBI AR to support students' spatial reasoning skills in geometry learning. The ADDIE model consists of analysis, design, development, implementation, and evaluation phases used to conduct research and development (R&D). The participants included six expert validators, two mathematics teachers, and eighteen eighth graders. In addition, the expert validators validated GEMBI AR in terms of quality. The result showed that GEMBI AR was valid as a geometry learning tool. According to the feedback of teachers and students, GEMBI AR was practical for educational purposes since the application positively impacted spatial reasoning. Students' spatial reasoning skills were also enhanced to compare the differences in the pre-test and post-test using Wilcoxon (Z = –3.578, p = 0.000 < 0.05). Meanwhile, the N-Gain score of 0.576, showing moderate improvement, reflected gains in spatial perception, mental rotation, and visualization. These findings suggest that GEMBI AR is a functional and valid educational resource useful for helping students develop geometric spatial reasoning. Thus, geometry learning supported by GEMBI AR has the potential to enhance spatial reasoning in secondary school.
Co-Authors 'Afifah, Nur Abd Rauf , Rose Amnah Alias, Norlidah Aljura, Ahmad Naufal Ambarwati, Reza Ardiyanti, Yusi Arika Indah Kristiana Armis Armis Arnellis, Arnellis Atika Sari Budi Setiawan Cao, Li Cholis Sa’dijah Dana, Lusita Risma DeWitt, Dorothy Dori Lukman Hakim Eka Herlina Elfis Suanto Erfan Yudianto Eu, Leong Kwan Hanifah Nurus Sopiany Hayiduerapu, Nihassuna Hazar, Siti Heri Retnawati Karomah, Syarifatul Laksmi Dewi, Laksmi Lathiful Anwar Leny Heliawati Li, Hwa Li Lusiana, Fina Yatul M Zainal Arifin, M Zainal Makmuri Makmuri Mandala, Arif Sapta Mbazumutima, Vianney Mushlihuddin, Rahmat Muzakkir Omar, Marlissa Putri Yuanita Rafiantika Megahnia Prihandini Rahman, Arief Aulia Rasul, Mohamad Sattar Refugio, Craig N Rianti, Efni Rika Mulyati Mustika Sari Robiatul Adawiyah Rudi Susilana, Rudi Sanda, Elsa Alvionita Susiswo Syaputra, Hamdani Tak, Chan Choon Tatag Yuli Eko Siswono WIHARDJO, EDY Yadav, Dharmendra Kumar Yerizon Yerizon Zana, Firdha Mahrifatul