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All Journal Union: Jurnal Ilmiah Pendidikan Matematika REiD (Research and Evaluation in Education) Range : Jurnal Pendidikan Matematika Mosharafa: Jurnal Pendidikan Matematika Progressive of Cognitive and Ability
Ebenezer Bonyah
Akenten Appiah Menka University of Skills Training and Entrepreneurial Development
Education Mathematics Other

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Modelling the influence of teachers’ knowledge and student-teacher relationship on students’ perceived achievement in trigonometry Boniface Aabeyir; Francis Boateng; Ebenezer Bonyah; John Amoah-Mensah
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

Abstract

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.
Exploring Gender Differences in Spatial Reasoning: Analyzing Hyperbolic Problem-Solving Skills Among University Students Siti Suprihatiningsih; Rizki Kurniawan Rangkuti; Muhammad Firman Annur; Erwin Erwin; Irvan Irvan; Ebenezer Bonyah
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

Abstract

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.
Exploration of Ethnomathematics in the Tahlilan Tradition of Sungai Malaya: Geometry and Beyond Hodiyanto Hodiyanto; Abdillah Abdillah; Gemi Susanti; Rodríguez-Nieto Camilo Andrés; Ebenezer Bonyah
RANGE: Jurnal Pendidikan Matematika Vol. 8 No. 1 (2026): Range Juli 2026
Publisher : Pendidikan Matematika UNIMOR

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/jpm.v8i1.10743

Abstract

This study aims to explore the ethnomathematical elements embedded in the cultural practice of Tahlilan, particularly those related to geometric concepts. The research employed a qualitative approach with an ethnographic design. The participants consisted of community members directly involved in the implementation of Tahlilan, with the research conducted in settings where this tradition is commonly practised. Data were collected through observation, interviews, documentation review, and a literature study. The data were then analyzed through data reduction, data display, interpretation, and conclusion drawing. The findings indicate that Tahlilan is a religious and social tradition passed down across generations and continues to be preserved to this day. The practice involves a series of activities, including the preparation of traditional foods, repeated recitation of prayers, distribution of food packages (berkat), and social interactions among participants. The ethnomathematical aspects identified include representations of three-dimensional geometric solids in Tahlilan foods, such as cylinders, cones, truncated cones, and pyramids; number patterns reflected in the sequence of days of the Tahlilan observance; proportionality in the distribution of food; and combinatorial structures evident in the handshaking activities among participants. These findings demonstrate a strong connection between the cultural practice of Tahlilan and mathematical concepts, revealing the presence of mathematical thinking within community traditions. Furthermore, this study contributes to the development of culturally based mathematics learning, particularly in the areas of geometry.
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 Nia Kania; Yaya S. Kusumah; Jarnawi Afgani Dahlan; Elah Nurlaelah; Ferit Gí¼rbí¼z; Ebenezer Bonyah
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

Abstract

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.
Utilisation of Mobile Learning in Mathematics Education: A Bibliometric Analysis Using The Scopus Database Nia Kania; Zaenal Arifin; Rismayani Rismayani; Ebenezer Bonyah
Progressive of Cognitive and Ability Vol. 4 No. 1 (2025)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/jpr.v4i1.1310

Abstract

The field of education has been profoundly transformed by advancements in information technology, particularly in teaching mathematics. This study thoroughly examines the current research trends in mobile learning (ML) for mathematics education until 2023. This study employed a bibliometric methodology to investigate the distribution patterns of publications in ML to achieve this goal. Specifically, the analysis focused on the following categories: timeline databases, document types of the most prolific countries, commonly used keywords by authors, and the evolution of thematic maps. Two hundred articles retrieved from the Scopus database were analysed and visualised using the Bibliometrix analysis suite from Scintopy software. The findings indicate that ML has emerged as a prominent area of research in mathematics education, with substantial growth observed since 2013, and the year 2019 reached its pinnacle with a record-breaking number of documents, precisely 26. Indonesia had the highest publishing output, with 16 publications, followed by the United States, Malaysia, South Africa, and the Philippines. The current trending subjects revolve around 'mobile learning', 'students', 'mathematics education', and 'e-learning'. There is no text provided. Following these fundamental principles, we can integrate ML in mathematics more comprehensively and extensively, enhancing future educational experiences. This research has the potential to establish a structure for comprehending previous studies and a systematic approach for conducting future research based on empirical evidence.
Co-Authors Abdillah Abdillah Boniface Aabeyir Elah Nurlaelah Erwin Erwin Ferit Gí¼rbí¼z Francis Boateng Hodiyanto Irvan, Irvan Jarnawi Afgani Dahlan John Amoah-Mensah Muhammad Firman Annur Nia Kania Rismayani Rismayani Rodríguez-Nieto Camilo Andrés Siti Suprihatiningsih Susanti, Gemi Yaya S. Kusumah Zaenal Arifin