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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Infinity Al-Jabar : Jurnal Pendidikan Matematika Indonesian Journal of Science and Mathematics Education BAREKENG: Jurnal Ilmu Matematika dan Terapan Alifmatika: Jurnal Pendidikan dan Pembelajaran Matematika Mosharafa: Jurnal Pendidikan Matematika Golden Ratio of Social Science and Education Edumatica: Jurnal Pendidikan Matematika Progressive of Cognitive and Ability Jurnal Ilmiah Ilmu Terapan Universitas Jambi International Journal of Contemporary Studies in Education International Journal of Mathematics and Mathematics Education (IJMME) Polyhedron International Journal in Mathematics Education 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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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 mathematical problem-solving ability and mathematical disposition through 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

Purpose: This study aimed to examine the association between mathematical problem-solving ability and mathematical disposition among elementary school students after the implementation of Model-Eliciting Activities (MEAs) in mathematics learning.Method: The study employed a quantitative cross-sectional design involving 30 fifth-grade students from an elementary school in Indonesia. Data were collected using a mathematical problem-solving test and a mathematical disposition questionnaire administered after MEA-based instruction. The categorized data were analyzed using a 3 × 3 contingency table. Because most expected cell frequencies were below five, the Fisher–Freeman–Halton exact test was used to examine the association between the variables, while the contingency coefficient was reported descriptively to indicate association strength.Findings: The analysis showed insufficient statistical evidence of an association between mathematical problem-solving ability and mathematical disposition. The contingency coefficient indicated a weak association between the two variables. Although some students with higher mathematical disposition demonstrated stronger problem-solving performance, this pattern was inconsistent across the categories. These findings suggest that problem-solving performance may also be influenced by conceptual understanding, reasoning skills, prior learning experiences, and other cognitive and affective factors.Significance: The findings provide insights into mathematics learning following MEA-based instruction and emphasize the need for instructional approaches that integrate cognitive and affective development. The study also highlights the importance of interpreting nonsignificant findings cautiously, particularly in studies involving small samples and sparse categorical data.
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.
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.
Unlocking mathematical potential: The impact of PAKEM learning and local wisdom on high school students' problem-solving abilities Supratman, Supratman; Hali, Fitriyani; Bonyah, Ebenezer
Alifmatika (Jurnal pendidikan dan pembelajaran Matematika) Vol 7 No 1 (2025): Alifmatika - June
Publisher : Fakultas Tarbiyah Universitas Ibrahimy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35316/alifmatika.2025.v7i1.190-214

Abstract

Mathematical problem-solving ability refers to the capacity to solve problems through sound decision-making, which is essential for effective learning. Students must be able to think positively, logically, and methodically to address mathematical problems. Based on local cultural knowledge, this study aims to examine how high school students taught using the PAKEM model (Active, Creative, Effective, and Fun Learning) differ in their mathematical problem-solving abilities compared to those taught through direct instruction. The population of this study comprised all Grade X students at SMA Negeri 1 Tanggetada, Tanggetada District, Kolaka Regency. The sample was selected using purposive sampling, consisting of 30 students each from classes X1 (experimental group) and X3 (control group) of the same school. This quasi-experimental study employed quantitative research methods. Data were collected using test instruments, and the analysis techniques applied included Ngain analysis, independent t-test, homogeneity test, and normality test. The research results show that the H₀ was rejected and H₁ was accepted, with a tcount of 5.239 and a significance value (2-tailed) of 0.000, which is less than the alpha level of 0.05. It indicates that the experimental class taught with the PAKEM model performed better in mathematical problem-solving than the control class taught through direct instruction. Qualitative analysis showed that three students' strong potential in solving mathematical problems through the application of the PAKEM learning model. The pretest and posttest scores show significant improvement: the experimental group increased from 57.90 to 85.13, while the control group improved from 56.57 to 78.13. These results indicate that the PAKEM model, grounded in regional local wisdom, has greater instructional effectiveness than direct instruction in improving students’ mathematical problem-solving abilities.
USING THE MOORE'S THEORY TO EXPLAIN PRESERVICE TEACHERS’ DIFFICULTIES IN PROVING OF THE TRIANGLE SUM THEOREM Hartono, Sugi; Siswono, Tatag Yuli Eko; Ekawati, Rooselyna; Bonyah, Ebenezer
Jurnal Ilmiah Ilmu Terapan Universitas Jambi Vol. 9 No. 1 (2025): Volume 9, Nomor 1, March 2025
Publisher : LPPM Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/jiituj.v9i1.36349

Abstract

This study aims to analyze the difficulties of preservice teachers’ in proving the triangle sum theorem. The method of this study is used a qualitative method with 58 of preservice mathematics teacher studying for a Bachelor of Education degree in Universitas Negeri Surabaya, Indonesia. The authors analysed the written responses to a 1 item worksheet and also conducted interviews with seven of the participants. The analysis of the data was guided by Moore’s theory which was used to identify difficulties of preservice teachers’ in proving of the triangle sum theorem. The results showed that still many of preservice teachers still difficulties in proving of the triangle sum theorem. There were 38% of preservice teachers who answered correctly and 62% of preservice teachers answered incorrectly in compiling proof. It was found that several preservice teachers had difficulties in compiling proofs, namely 30 preservice teachers had difficulty understanding the concept, 2 preservice teacher's did not understand the language and mathematical notation and 4 preservice teacher's had difficulty starting the proof. The novelty of this research is introducing a new theoretical analysis related to the difficulty in proving the fundamental theorem of geometry, namely Moore's theory. This study recommends that preservice teacher’s should be given solution through scaffolding to help preservice teacher's understand the concept of proof so that students can compiling proofs with correct.
Co-Authors Adu Obeng, Benjamin Alsulami, Naif Mastoor Amoako Atta, Seth Auladina, Hafizah Aulia, Pitri Bahadır, Oğuzhan Clark, Lauren Jeneva Dejarlo, Jenisus O. Edi Supriyadi Endang Wahyuningrum Erwin Erwin Fadilla, Jihan Fitri Wulan Sari Fitriani, Cut Fitriyani Hali, Fitriyani Gona Akwasi Dimaweh , Thomas Haji, H Saleh Hasbiah, Astri Hodiyanto Ida Ayu Putu Sri Widnyani Indra Saputra Irena Puji Luritawaty Irvan, Irvan Isnawan, Muhamad Galang Jeneva Clark, Lauren Kartono , Karunia Eka Lestari Kim, Jeonghyeon Korkor, Sarah Kurnia Putri Sepdikasari Dirgantoro Lilis Marina Angraini Maanu, Vivian Madya, Nana Karina Marina Angraini, Lilis Mega Teguh Budiarto Mokhammad Ridwan Yudhanegara Muhammad Firman Annur Nia Kania Nugraha, Edwin Setiawan Olivero-Acuña, Ronaldo Rafael R. Poppy Yaniawati Rani Sugiarni Rizki Kurniawan Rangkuti Rodríguez-Nieto, Camilo Andrés Rooselyna Ekawati Rozalini, Nisrina Septiawan, Akbar Sihombing, Willy Ruben Sisilia Sylviani Siti Suprihatiningsih Stevano, Nandito Sudirman Sudirman Sudirman Sugi Hartono, Sugi Supianti, In In Supratman Supratman Suryadini, Novi Susanti, Gemi Takiveikata, Sereima Tatag Yuli Eko Siswono Türkmençalıkoğlu, Hande Wijayanti, Nina Yelewere, Festus Yumiati Zaenal Arifin