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Bonyah, Ebenezer

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Constructing and providing content validity evidence through the Aiken's V index based on the experts' judgments of the instrument to measure mathematical problem-solving skills Kania, Nia; Kusumah, Yaya S.; Dahlan, Jarnawi Afgani; Nurlaelah, Elah; Gí¼rbí¼z, Ferit; Bonyah, Ebenezer
REID (Research and Evaluation in Education) Vol. 10 No. 1 (2024)
Publisher : Graduate School of Universitas Negeri Yogyakarta & Himpunan Evaluasi Pendidikan Indonesia (HEPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/reid.v10i1.71032

Test content-based proof of validity is a type of evidence that supports the validity of a measuring instrument. This research aims to develop a mathematical problem-solving assessment instrument utilizing five experts. This study is classified as developmental research and follows a research design that includes two separate stages: the preliminary design stage and the prototype stage. However, its application is restricted to Prototype 1 and Prototype 2, specifically for expert evaluation. This instrument was designed explicitly for grade VIII students studying mathematics, covering all the topics from the odd semesters. The analysis progressed through three distinct stages "” curriculum analysis, content analysis, and context analysis "” each contributing to a comprehensive understanding of instructional resources. The study sought to narrow the gap between theoretical knowledge and practical application in mathematics education by incorporating real-world context. Surveys have revealed difficulties in answering mathematical problems, highlighting the need to address gaps in learning to improve competency. The careful and thorough construction of test instruments, considering factors such as validity, established the foundation for creating accurate assessment tools. The content validity assessment by the expert panel, with scores ranging from 0.817 to 0.884 based on the V-Aiken category, confirms that the instrument is vital in assessing students' mathematical problem -solving skills, and the implementation of this study yielded many valuable insights for educators and academics. This study helps improve mathematics education resources and evaluations to promote mathematical thinking.

Optimizing social skills of elementary school students through cooperative and collaborative learning approaches Supratman, Supratman; Mariani Ramlan, Andi; Ode Sirad, La; Bonyah, Ebenezer
EduStream: Jurnal Pendidikan Dasar Vol 9 No 2 (2025): EduStream: Jurnal Pendidikan Dasar
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/eds.v9n2.p202-213

This study explores the implementation of cooperative and collaborative learning in a fourth grade elementary classroom and its contribution to optimizing students social skills. The research employed a descriptive qualitative approach with a case study design. The participants were 25 fourth grade students with diverse academic abilities and backgrounds, supported by the classroom teacher as a key informant. Data were collected through participatory observation, in depth interviews, and limited documentation. The observation focused on group learning activities that reflected cooperation and collaboration, including task distribution, peer discussion, idea exchange, and shared decision making. Data analysis followed the Miles and Huberman qualitative analysis model, covering data reduction, data display, and conclusion drawing. The findings indicate that cooperative learning helped students develop responsibility and structured teamwork through clear roles and individual accountability. Collaborative learning supported the growth of communication skills by encouraging open discussion and active participation. Interview results showed that students felt more comfortable asking questions, sharing opinions, and working with peers during group learning activities. Teachers also reported positive changes in student engagement and social interaction patterns. These results suggest that integrating cooperative and collaborative learning within one learning process supports the development of students social skills in a meaningful classroom context.

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

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.

Modelling the influence of teachers’ knowledge and student-teacher relationship on students’ perceived achievement in trigonometry Aabeyir, Boniface; Boateng, Francis; Bonyah, Ebenezer; Amoah-Mensah, John
UNION : Jurnal Ilmiah Pendidikan Matematika Vol 13 No 4 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/union.v13i4.19544

This paper investigated the effects of teachers’ subject matter knowledge, pedagogical content knowledge and student-teacher relationship on students’ perceived achievement in trigonometry. The paper also investigated the indirect effect of pedagogical content knowledge on students’ perceived mathematics achievement through subject matter knowledge. A six-point Likert scale questionnaire was used to collect data on teachers’ subject matter knowledge, pedagogical content knowledge, student-teacher relationship and students’ perceived achievement in trigonometry. Stratified sampling technique was used to select five schools in the Bekwai Municipality, comprising three public schools and two private schools. In all, 460 students were sampled. Partial least squares structural equation modelling was used to develop a model indicating the direct relationships between student-teacher relationship, teachers’ subject matter knowledge, pedagogical content knowledge and students’ perceived achievement in trigonometry. The results indicated that student-teacher relationship had no significant influence on students’ perceived achievement in trigonometry. However, both subject matter knowledge and pedagogical content knowledge significantly and positively influence students’ perceived achievement in trigonometry. It was also established that pedagogical content knowledge partially mediated the relationship between teachers’ subject matter knowledge and students’ perceived mathematics achievement. The study concludes that teachers’ subject matter knowledge and pedagogical content knowledge significantly enhance students’ perceived achievement in trigonometry, while student-teacher relationship shows no significant impact. The study shows that teacher content and pedagogical knowledge significantly impact students’ perceived trigonometry achievement, highlighting key areas for teacher development. It is recommended that stakeholders in education such as Ministry of Education, Ghana Education Service, teacher unions and heads of secondary schools should frequently organize workshops/seminars for mathematics teachers to improve upon their mastery of the subject matter knowledge including trigonometry. Seminars on mathematics teachers’ professional development should be tailored toward equipping teachers with the requisite pedagogical skills in trigonometry.

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

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.

Kajian Kemampuan Pemecahan Masalah Matematis Dan Berpikir Kritis Matematis Siswa Pada Persoalan Sistem Persamaan Linier Dua Variabel Dalam Konteks Kebudayaan Pebrianti, Aneu; Sari, Elia Nurindah; Hakim, Dori Lukman; Firmansyah , Dani; heryanto, Fahmi Nugraha; Bonyah, Ebenezer
SJME (Supremum Journal of Mathematics Education) Vol 10 No 1 (2026): Supremum Journal of Mahematics Education
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Singaperbangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35706/sjme.v10i1.13321

The objective of this study is to assess the mathematical problem-solving and critical thinking skills of students in the subject of Two-Variable Linear Equation Systems (SPLDV) within the context of batik culture. The research employed a descriptive qualitative approach, supplemented by rudimentary quantitative data, in a study of 36 eighth-grade students at a junior high school in Karawang Regency. The research instruments employed included a culture-based SPLDV written test, interviews, observations, and documentation. The analysis of mathematical problem-solving skills is referred to as Polya's stages, while mathematical critical thinking skills are analyzed based on Ennis' indicators. The findings indicate that students' mathematical critical thinking skills remain deficient, particularly in the domains of making conjectures, developing and evaluating arguments, and verifying solutions through substitution and graphical representation. Concurrently, mathematical problem-solving aptitudes indicated that the capacity to comprehend problems was in the adequate range, the aptitude to formulate strategies was in the satisfactory range, the aptitude to execute strategies was suboptimal, and the aptitude to verify was the least proficient aspect. These findings suggest a necessity for educational approaches that prioritize the cultivation of procedural, evaluative, and reflective skills by leveraging meaningful cultural contexts.

Connection ethnomathematics and ethnomodeling in the bocah sukerta traditional ceremony, Indonesia Sudirman, Sudirman; Bonyah, Ebenezer; Dejarlo, Jenisus O.; Runisah, Runisah; Nandang, Nandang; Rosyadi, Rosyadi; Taufan, Mochammad; Ibrahim, Anzzal
Journal of Education and Learning (EduLearn) Vol 20, No 2: May 2026
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v20i2.21872

This research aims to identify and reveal the connection between ethnomathematics and ethnomodeling in Indonesia’s bocah sukerta traditional ceremony. An ethnographic design was used to reveal the research objectives. The participants involved in this research were the ceremony leader and bocah sukerta. Next, the data obtained from interviews and observations were analyzed using the content analysis method. The research results reveal that the ethnomathematics connection is reflected in weighting activities (weighing objects, calculating total weight, making comparisons, and balancing weights) and the shape of the scales (the basic shape represents 2D geometry, and the frame shape represents 3D geometry). This research also concludes that the ethnomodeling connection produces mathematical understanding, especially in arithmetic operations, weight measurements, weight conversions, mathematical equations, basic statistics, Cartesian coordinates, the center point of a square, and determining a pyramid’s distance, length, and area. Furthermore, this research concludes that the relationship between ethnomathematics and ethnomodeling in the bocah sukerta traditional ceremony can be used to construct didactic designs for square material volumes and rectangular pyramids.

The Impact of Inductive Teaching on Pre-Tertiary Students’ Academic Performance in Solving Circle Theorem Problems Gona Akwasi Dimaweh , Thomas; Bonyah, Ebenezer; Adu Obeng, Benjamin
International Journal of Mathematics and Mathematics Education Vol. 4 No. 1 (2026)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/ijmme.v4i1.1782

Purpose – This study was motivated by the persistent challenges students face in solving geometry problems, particularly circle theorems. It aimed to investigate how an inductive teaching approach affects pre-tertiary students’ performance in solving circle theorem problems. Methodology – A mixed-methods approach grounded in the pragmatist paradigm was used, adopting a quasi-experimental pre-test–post-test control-group design. Using purposive and stratified sampling, 84 second-year students were selected and assigned to experimental and control groups. The experimental group was taught through the inductive approach, while the control group received conventional instruction. Data were collected through achievement tests and interviews, and analysed using descriptive statistics, t-tests, and thematic analysis. Findings – Students demonstrated significant conceptual, procedural, and factual difficulties in solving circle-theorem problems. However, the experimental group performed significantly better in the post-test than the control group. Interview findings also indicated that students perceived the inductive approach as more engaging, interactive, and effective in improving understanding. The study concluded that the inductive intervention positively influenced both achievement and attitudes toward learning the circle theorem. Novelty – The study’s novelty lies in examining the effect of inductive teaching on students’ performance in solving circle-theorem problems within a pre-tertiary education context. Significance – The study contributes to improving mathematics teaching strategies by emphasizing the potential of inductive teaching to enhance students’ achievement and attitudes toward complex concepts such as circle theorems, thereby supporting wider implementation and future research.

The Impact of GeoGebra-Assisted Instruction on Students' Performance in Geometric Construction: Exploring Teacher Beliefs and Classroom Practices Yelewere, Festus; Bonyah, Ebenezer; Adu Obeng, Benjamin
International Journal of Mathematics and Mathematics Education Vol. 4 No. 1 (2026)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/ijmme.v4i1.1785

Purpose – This study examined the effect of GeoGebra on students’ performance in geometric construction, with emphasis on students’ perceptions and teachers’ beliefs and instructional practices in a Ghanaian senior high school context. Methodology – Guided by Social Constructivist Theory, the Technology Acceptance Model, and Cognitive Load Theory, the study adopted a pragmatic paradigm using a convergent mixed-methods design. The research was conducted at Nkyeraa Senior High School in the Wenchi Municipality of Ghana. The sample comprised 71 Form 3 students selected into experimental and control groups and five mathematics teachers. Quantitative data were collected using pre-test and post-test achievement tests and a ten-item five-point Likert scale questionnaire on students’ perceptions. Independent samples t-tests were used for data analysis. Qualitative data were gathered through semi-structured interviews with teachers and analyzed using thematic analysis. Findings – Pre-test results showed no significant difference between the experimental and control groups, indicating equivalence. Post-test results revealed that students taught using GeoGebra performed significantly better than those taught through traditional methods. Students demonstrated positive perceptions of GeoGebra-assisted learning, with a grand mean score of 4.37. Four themes emerged from teacher interviews: beliefs about GeoGebra, perceived impact on learning, instructional strategies, and challenges and support needs. Novelty – The study integrates students’ achievement, perceptions, and teachers’ beliefs within a single mixed-method framework in a Ghanaian senior high school setting. Significance – The findings benefit mathematics teachers, curriculum developers, and policymakers by supporting the integration of GeoGebra, teacher professional development, and improved ICT infrastructure in mathematics education.

Exploring Gender Differences in Spatial Reasoning: Analyzing Hyperbolic Problem-Solving Skills Among University Students Suprihatiningsih, Siti; Rangkuti, Rizki Kurniawan; Annur, Muhammad Firman; Erwin, Erwin; Irvan, Irvan; Bonyah, Ebenezer
Mosharafa: Jurnal Pendidikan Matematika Vol. 15 No. 1 (2026): January
Publisher : Department of Mathematics Education Program IPI Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/mosharafa.v15i1.3464

Penelitian mengenai perbedaan penalaran spasial berdasarkan gender di tingkat universitas masih memerlukan konfirmasi lebih lanjut. Penelitian ini bertujuan mendeskripsikan perbedaan langkah-langkah penyelesaian soal hiperbola antara mahasiswa laki-laki dan perempuan. Menggunakan metode kualitatif, penelitian ini melibatkan 30 mahasiswa yang dipilih melalui rumus Slovin dari total populasi 480 mahasiswa. Instrumen penelitian meliputi tes soal hiperbola dan pedoman wawancara. Hasil penelitian menunjukkan adanya perbedaan signifikan pada aspek orientasi spasial, di mana mahasiswa perempuan menunjukkan keunggulan dalam langkah-langkah penyelesaian karena pemahaman konsep jarak yang lebih baik. Temuan ini menyimpulkan bahwa terdapat karakteristik unik pada penalaran spasial perempuan di tingkat pendidikan tinggi yang berbeda dari temuan umum di tingkat sekolah. Hasil penelitian ini memberikan kontribusi teoretis bagi pengembangan literatur penalaran spasial dalam pendidikan matematika. Research on gender-based differences in spatial reasoning at the university level requires further empirical confirmation. This study aims to describe the differences in procedural steps for solving hyperbola problems between male and female students. Employing a qualitative method, the study involved 30 students selected via Slovin’s formula from a population of 480. Research instruments consisted of hyperbola problem-solving tasks supported by interview transcripts. The findings reveal distinct differences in spatial orientation, where female students demonstrated superior performance in solving steps due to a robust understanding of distance concepts. In conclusion, these results highlight unique spatial reasoning characteristics among female students in higher education, diverging from common findings at the school level. This research contributes to the theoretical development of spatial reasoning literature within mathematics education.

Co-Authors Aabeyir, Boniface Adu Obeng, Benjamin Alsulami, Naif Mastoor Amoah-Mensah, John Amoako Atta, Seth Andi Mariani Ramlan Auladina, Hafizah Aulia, Pitri Bahadır, Oğuzhan Boateng, Francis Clark, Lauren Jeneva Dejarlo, Jenisus O. Dori Lukman Hakim Edi Supriyadi Elah Nurlaelah Endang Wahyuningrum Erwin Erwin Fadilla, Jihan Fasinu, Vojo George Firda Hariyanti Firmansyah , Dani Fitri Wulan Sari Fitriani, Cut Fitriyani Hali, Fitriyani Gí¼rbí¼z, Ferit Gona Akwasi Dimaweh , Thomas Haji, H Saleh Hasbiah, Astri Heryanto, Fahmi Nugraha Hodiyanto, Hodiyanto Ibrahim, Anzzal Ida Ayu Putu Sri Widnyani Indra Saputra Irena Puji Luritawaty Irvan Irvan Isnawan, Muhamad Galang Isnawati Lujeng Lestari Jarnawi Afgani Dahlan 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 Mayang Sari Mega Teguh Budiarto Mokhammad Ridwan Yudhanegara Muhammad Firman Annur Nandang Nandang Nia Kania Nugraha, Edwin Setiawan Ode Sirad, La Olivero-Acuña, Ronaldo Rafael Pebrianti, Aneu Rani Sugiarni Rodríguez-Nieto, Camilo Andrés Rooselyna Ekawati Rosyadi, Rosyadi Rozalini, Nisrina Runisah, Runisah Sari, Elia Nurindah 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 Taufan, Mochammad Türkmençalıkoğlu, Hande Uripno, Gusti Wijayanti, Nina Yaniawati, Poppy Yaya S. Kusumah Yelewere, Festus Yumiati Zaenal Arifin

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