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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Infinity Al-Jabar : Jurnal Pendidikan Matematika REiD (Research and Evaluation in Education) Indonesian Journal of Science and Mathematics Education BAREKENG: Jurnal Ilmu Matematika dan Terapan Mosharafa: Jurnal Pendidikan Matematika Golden Ratio of Social Science and Education Journal of Advanced Sciences and Mathematics Education Edumatica: Jurnal Pendidikan Matematika Progressive of Cognitive and Ability International Journal of Contemporary Studies in Education Polyhedron International Journal in Mathematics Education Journal of Mathematical Pedagogy (JOMP) International Journal of Didactic Mathematics in Distance Education Jurnal Infinity International Journal of Applied Learning and Research in Algebra International Journal of Geometry Research and Inventions in Education The International Journal of Mathematics and Sciences Education Mathematics Education Journal Journal on Mathematics Education
Bonyah, Ebenezer
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Religion Humanities Chemistry Computer Science & IT Control & Systems Engineering Economics, Econometrics & Finance Education Energy Engineering Languange, Linguistic, Communication & Media Mathematics Mechanical Engineering Physics Social Sciences Transportation Other

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Interactive GeoGebra media embedded in student worksheets: a design approach to foster mathematical engagement in 3D Geometry Sugiarni, Rani; Aulia, Pitri; Suryadini, Novi; Bonyah, Ebenezer; Olivero-Acuña, Ronaldo Rafael
International Journal of Didactic Mathematics in Distance Education Vol. 2 No. 2 (2025): ijdmde
Publisher : Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/ijdmde.v2i2.11362

Abstract

Geometry, particularly three-dimensional (3D) geometry, is often perceived by students as abstract and difficult, resulting in low engagement and interest. Addressing this issue, the present study aimed to design interactive learning media using GeoGebra integrated with Student Worksheets to enhance students’ interest in learning 3D geometry. The research employed a Research and Development (R&D) methodology, encompassing the stages of needs analysis, design, development, implementation, and evaluation. The participants were 30 students from a public high school in Cianjur, Indonesia, who were involved in mathematics instruction on 3D geometry topics. Data were collected through student response questionnaires assessing the usability and effectiveness of the developed media. The findings indicate that the GeoGebra-based Student Worksheet media met validity and practicality criteria, with students responding positively to its use. They reported that the interactive features of the media facilitated better conceptual visualization and significantly increased their interest in learning. Furthermore, implementation strategies—such as teacher demonstrations, collaborative group work, and guided class discussions—proved effective in mitigating the abstractness of 3D geometry. This research contributes to the growing body of literature on technology-enhanced mathematics instruction by offering a practical and engaging learning solution. The integration of GeoGebra-based Student Worksheets is therefore recommended as an effective pedagogical tool to foster students’ mathematical interest and conceptual understanding, especially in abstract topics like three-dimensional geometry.
Exploring the relationship between problem-solving ability and mathematical disposition in 10-11 year’s old students using model-eliciting activities Wahyuningrum, Endang; Bonyah, Ebenezer; Yumiati, Yumiati; Kartono, Kartono; Wijayanti, Nina
Al-Jabar: Jurnal Pendidikan Matematika Vol 15 No 2 (2024): Al-Jabar: Jurnal Pendidikan Matematika
Publisher : Universitas Islam Raden Intan Lampung, INDONESIA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ajpm.v15i2.23765

Abstract

Background: Problem-solving ability and mathematical disposition are essential skills in mathematics education, particularly in developing critical thinking and practical application among students. Model-Eliciting Activities (MEAs) have been introduced as an instructional approach aimed at enhancing these skills by integrating real-world problems into learning. However, the effectiveness of MEAs in establishing a significant relationship between problem-solving ability and mathematical disposition remains unclear, necessitating further investigation.Aim: This study aims to analyze the association between problem-solving ability and mathematical disposition after implementing Model-Eliciting Activities (MEAs) in instruction.Method: This study employed a quantitative design with a cross-sectional approach, involving 30 fifth-grade students from SDN 02 Bojongsari, Depok, Indonesia, as participants. Data were collected using a problem-solving ability test and a mathematical disposition questionnaire. Subsequently, the data analysis was carried out using chi-square tests.Result: The results of the study showed that the χ2 value of 0.731 is less than α = 0.947, indicating that there is no significant relationship between mathematical problem-solving ability and mathematical disposition.Conclusion: The study concluded that no association was found between problem-solving ability and mathematical disposition among elementary school students after implementing MEAs in instruction. Additionally, although there is a tendency for students with a high mathematical disposition to demonstrate stronger problem-solving skills, this correlation is not strong enough to be considered significant
Evaluation of The Significance Grades of The Problems Experienced by Mathematics Teachers in Distance Education in The Covid-19 Pandemic by The Entropy Method Bahadır, Oğuzhan; Türkmençalıkoğlu, Hande; Bonyah, Ebenezer
Indonesian Journal of Science and Mathematics Education Vol. 5 No. 3 (2022): Indonesian Journal of Science and Mathematics Education
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ijsme.v5i3.10599

Abstract

The entropy formula, created by Claude E. Shannon using probability calculations, is an essential and objective measurement method used in multi-criteria decision-making. The purpose this study was to evaluate the problems experienced by mathematics teachers during the Covid-19 and the degree of importance of these problems were determined. Expert opinions were used to identify the problems. In the study, the ‘Entropy’ method was used to determine the degree of importance of the problems. After determining the problems, a questionnaire was applied to 22 teachers working in different geographical regions of Turkey and with different service lengths. According to the entropy results, it has been determined that the most critical problem faced by mathematics teachers in the distance education process is the ‘communication problem’ between students and teachers. In conclusion, mathematics teachers must find the right learning method to overcome communication problems so that in the future, distance learning will not experience obstacles.
Impact of socio-economic background of the students on the integration of mathematics Ideas into the learning of physical electronics course Fasinu, Vojo George; Bonyah, Ebenezer
Journal of Advanced Sciences and Mathematics Education Vol 4, No 2 (2024): Journal of Advanced Sciences and Mathematics Education
Publisher : CV. FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/jasme.v4i2.452

Abstract

Background: The socio-economic background of students plays an important role in shaping their mathematics skills, especially when combining mathematical ideas with learning physical electronics. However, many engineering programs do not consider students' earlier school experiences when they are admitted. Factors like family background, the type of school they went to, and their age are some reasons why it is difficult to connect mathematics to their learning in physical electronics.Aim: This research aims to study how the socio-economic background of students affects their academic performance when they bring mathematical ideas into physical electronics education.Method: The study focused on university students taking a physical electronics course in South Africa. A mixed-method approach was used, including semi-structured surveys and interviews, to collect students' opinions about combining mathematics with physical electronics.Results: The results show that students' socio-economic backgrounds affect how well they can use mathematics in their learning. The findings include: 1) Students had different levels of preparation in mathematics and physics; 2) Performance differences were found between students from rural and urban schools, 3) Those with basic knowledge of mathematics and physics performed better when combining these concepts with physical electronics.Conclusion: This study found that connecting mathematics to physical electronics helps students understand concepts better. It also introduces a model called the Socio-Economic Based Practical Reward Mathematics Integrative Model (SEB-PRMIM), which is designed to reduce the effects of socio-economic differences and improve mathematics integration in engineering education.
Analysis of Artificial Intelligence Assisted Proof Process Through Principle of Mathematical Induction in Real Analysis Course Lestari, Isnawati Lujeng; Sari, Mayang; Uripno, Gusti; Suprihatiningsih, Siti; Hariyanti, Firda; Bonyah, Ebenezer
Journal of Mathematical Pedagogy (JoMP) Vol. 6 No. 2: July 2025
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jomp.v6n2.p94-102

Abstract

The low proficiency of Mathematics Education students in constructing mathematical proofs, especially using the principle of mathematical induction, highlights the need for enhanced learning approaches. One promising method is the integration of Artificial Intelligence (AI) into the proof process within Real Analysis courses. This study aims to describe how students carry out mathematical induction proofs with the assistance of AI. Ten voluntary students enrolled in Real Analysis participated in an initial test involving divisibility problem. From this group, two students were selected through maximum variation sampling based on their answer diversity and communication skills. One student employed a modulo-based approach, while the other used the divisibility-definition concept. Overall, the results demonstrate that AI significantly supports students in understanding problems, planning proofs, implementing strategies, and revising their reasoning. AI played a critical role in concept generation, solution evaluation, and embedded reflection across each stage of Polya’s problem-solving framework, combined with the three aspects of AI-assisted proof: construction, evaluation, and revision
Application of GeoGebra-Assisted Problem-Based Learning Model to Strengthen the Learning Interest of Eighth Grade Junior High School Students Sihombing, Willy Ruben; Dirgantoro, Kurnia Putri Sepdikasari; Bonyah, Ebenezer
International Journal of Geometry Research and Inventions in Education Vol. 2 No. 02 (2025)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/gradient.v2i02.1742

Abstract

Learning interest is a psychological drive that allows students to learn something consciously, calmly, and with discipline. A lack of learning interest was observed in one school in West Jakarta. This is a significant issue as learning interest directly impacts the quality of education. Therefore, the purpose of this study is to investigate the application of a GeoGebra-assisted problem-based learning (PBL) model to enhance the learning interest of eighth-grade junior high school students. Additionally, the paper will discuss the application of this GeoGebra-assisted PBL model from a Christian perspective. This research utilizes a descriptive qualitative method, with data collected through observation sheets, lesson plans, and teacher reflection sheets. The analysis of the research data demonstrates the positive effect of the GeoGebra-assisted PBL model on learning interest. This is evidenced by observed changes in student behavior that align with the indicators of learning interest. Thus, it can be concluded that the application of the GeoGebra-assisted PBL model can foster and strengthen students' learning interest. The PBL model offers a platform for student exploration, with GeoGebra acting as a supportive tool. The diverse features of GeoGebra facilitate the learning process, thereby fostering a sense of enjoyment and interest. However, due to certain limitations in its application, educators must guide students in its use.
Conceptual Knowledge through Instruction Interactive Teaching Materials Integrated Augmented Reality Sudirman, Sudirman; Luritawaty, Irena Puji; Bonyah, Ebenezer
Mosharafa: Jurnal Pendidikan Matematika Vol. 13 No. 2 (2024): April
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v13i2.1957

Abstract

Konsep luas permukaan dan volume 3D merupakan salah satu konsep penting untuk membangun pengetahuan matematis lainnya yang lebih aplikatif. Namun, siswa kesulitan dalam memahami konsep tersebut. Perlu adanya teknologi yang dapat membantu siswa, misalnya Augmented Reality (AR). Penelitian ini bertujuan mengungkap peningkatan pemahaman konsep luas permukaan dan volume prisma melalui Instruction Interactive teaching materials integrated Augmented reality (I-ITMIAR). Desain penelitian yaitu exploratory case study terhadap 32 siswa dan satu guru matematika di salah satu sekolah menengah pertama di Kabupaten Indramayu. Data penelitian diperoleh dari wawancara, observasi, dan tes. Data dianalisis secara kualtiatif menggunakan analisis konten dan statistik deskriptif. Hasil penelitian menunjukkan penggunaan AR memberikan peningkatan signifikan dalam pemahaman siswa terhadap konsep-konsep geometri, khususnya luas permukaan dan volume prisma. Melalui visualisasi tiga dimensi yang dihasilkan, siswa dapat melihat dan berinteraksi dengan model prisma secara real-time. Penggunaan AR dapat menjadi alat bantu efektif umeningkatkan pemahaman konsep. The concept of 3D surface area and volume is one of the important concepts for building other more applicable mathematical knowledge. However, students have difficulty in understanding the concept. There needs to be technology that can help students, such as Augmented Reality (AR). This study aims to reveal the increase in understanding of the concept of surface area and volume of prisms through Instruction Interactive teaching materials integrated Augmented reality (I-ITMIAR). The research design is an exploratory case study of 32 students and one mathematics teacher at a junior high school in Indramayu Regency. Research data were obtained from interviews, observations, and tests. Data were analyzed qualitatively using content analysis and descriptive statistics. The results showed that the use of AR provided a significant increase in students' understanding of geometric concepts, especially the surface area and volume of prisms. Through the resulting three-dimensional visualization, students can see and interact with the prism model in real-time. The use of AR can be an effective tool to improve conceptual understanding.
Pembelajaran Pola Bilangan di SMP: Sebuah Aktivitas Lesson Study Berbasis Didactical Design Research Isnawan, Muhamad Galang; Alsulami, Naif Mastoor; Bonyah, Ebenezer; Dejarlo, Jenisus O.; Sudirman, Sudirman
Edumatica : Jurnal Pendidikan Matematika Vol 14 No 1 (2024): Edumatica: Jurnal Pendidikan Matematika (April 2024)
Publisher : Department of Mathematics Education, Faculty of Teacher Training and Education, Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/edumatica.v14i01.28645

Abstract

Number patterns were one of the mathematical concepts that were studied in junior high school. This concept was useful, but students tended to experience problems when learning it. Quite a lot of research has studied number patterns, but not many have attempted to study alternative solutions to optimize problem-solving abilities and learning motivation, especially using lesson study activities based on didactical design research. Therefore, this research aimed to optimize students’ problem-solving abilities and learning motivation with the preparation of didactic designs through lesson study activities. This research was conducted at a private junior high school in Mataram, Indonesia. Participants in this research were ten class VIII students (six boys and four girls). The researcher was the main instrument, with several additional instruments, such as learning design, observation sheets on problem-solving abilities and learning motivation, as well as documentation studies. The data were analyzed using qualitative data analysis. The research results revealed that the number pattern learning design was able to optimize problem-solving abilities and student learning motivation. Several factors that caused these positive results were the existence of contextual problems as trigger situations in learning and learning activities adapted to students’ hobbies. The recommendation from this research was that learning design should be prepared using didactical design research based on lesson study.
Mathematics Learning Experience at the Basic School and Its Influence on One’s Program of Choice at the Institution Higher of Learning Amoako Atta, Seth; Jeneva Clark, Lauren; Bonyah, Ebenezer
Golden Ratio of Social Science and Education Vol. 3 No. 1 (2023): December - May
Publisher : Manunggal Halim Jaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52970/grsse.v3i1.230

Abstract

This paper sought to determine if the Basic School Mathematics learning experience has any influence on the individual when it comes to program selection in higher education and career choice. The researcher employed a qualitative approach in order to obtain detailed information about the topic. This led to the adoption of the Narrative Paradigm, where one experienced person was interviewed to obtain first-hand information for analysis. It was revealed if a student develops an interest in mathematics at Basic School it improves their performance. More so such a student is more likely to enroll in mathematics-related courses as he or she moves higher on the academic ladder. It was also observed that if teachers adopt methods of teaching that are learner-centered, it motivates the learner to learn mathematics as an integral part of life but not as abstract information that needs to be chewed. The study confirmed that mathematics has various applications in the workplace, and knowledge of mathematics can be self-gratifying. The study makes the following recommendations; even though students learn as a group, the teacher must focus on the individual learners by giving them extra attention, teachers must be interested in what the students learn after school, and teachers must keep parents and guardians informed about the academic achievements progress of their wards.
Teaching Mathematics for Social Justice: The Challenges and the Prospects in The Ghanaian Senior High Schools Amoako Atta, Seth; Bonyah, Ebenezer
Golden Ratio of Social Science and Education Vol. 3 No. 1 (2023): December - May
Publisher : Manunggal Halim Jaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52970/grsse.v3i1.231

Abstract

The study aimed to explore the prospects and challenges of teaching mathematics for social justice at Ghanaian Senior High Schools. A non-random sample of seven (7) respondents, including two experienced mathematics educators and five Senior High School students, were interviewed and analysed quantitatively using thematic analysis. The analysis revealed seven themes: individual differences, students' mathematics interests, participatory lessons, extracurriculars, non-interactive teaching, technology use and cultural diversity. These thematic findings are related to technical, practical, and emancipatory knowledge constituent interests in schools and Ghanaian social, cultural, and historical settings. A teacher should utilise egalitarian pedagogy so that the students will gain practical and emancipatory skills.
Co-Authors Alsulami, Naif Mastoor Amoako Atta, Seth Auladina, Hafizah Aulia, Pitri Bahadır, Oğuzhan Clark, Lauren Jeneva Dejarlo, Jenisus O. Edi Supriyadi Elah Nurlaelah Endang Wahyuningrum Fadilla, Jihan Fasinu, Vojo George Firda Hariyanti Fitri Wulan Sari Fitriani, Cut Gí¼rbí¼z, Ferit Haji, H Saleh Hasbiah, Astri Hodiyanto, Hodiyanto Ida Ayu Putu Sri Widnyani Indra Saputra Irena Puji Luritawaty Isnawan, Muhamad Galang Jarnawi Afgani Dahlan Jeneva Clark, Lauren Kartono - Kartono, Kartono Karunia Eka Lestari Kim, Jeonghyeon Korkor, Sarah Kurnia Putri Sepdikasari Dirgantoro Lestari, Isnawati Lujeng Lilis Marina Angraini Maanu, Vivian Madya, Nana Karina Marina Angraini, Lilis Mayang Sari Mega Teguh Budiarto Mokhammad Ridwan Yudhanegara Nia Kania Nugraha, Edwin Setiawan Olivero-Acuña, Ronaldo Rafael Rani Sugiarni Rodríguez-Nieto, Camilo Andrés Rooselyna Ekawati Rozalini, Nisrina Septiawan, Akbar Sihombing, Willy Ruben Sisilia Sylviani Siti Suprihatiningsih Stevano, Nandito Sudirman Sudirman Sudirman Supianti, In In Suryadini, Novi Susanti, Gemi Takiveikata, Sereima Türkmençalıkoğlu, Hande Uripno, Gusti Wijayanti, Nina Yaniawati, Poppy Yaya S. Kusumah Yumiati Zaenal Arifin