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All Journal Jurnal Infinity MATH-EDU: Jurnal Ilmu Pendidikan Matematika Journal of Mathematics Instruction, Social Research and Opinion Indonesian Educational Research Journal International Journal of Didactic Mathematics in Distance Education
García-García, Javier
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Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences

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Exploring junior high school students' geometry self-efficacy in solving 3D geometry problems through 5E instructional model intervention: A grounded theory study Sudirman, Sudirman; García-García, Javier; Rodríguez-Nieto, Camilo Andrés; Son, Aloisius Loka
Jurnal Infinity Vol 13 No 1 (2024): VOLUME 13, NUMBER 1, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v13i1.p215-232

Abstract

Geometry self-efficacy is an essential affective aspect that will influence students in solving mathematics problems, especially geometry material. Therefore, teachers must be able to develop learning instructions that not only affect students' mathematical abilities but also strengthen students' affective aspects. This research explores students' geometry self-efficacy when learning to solve three-dimensional geometry problems through the 5E Instructional Model intervention. A grounded theory design was used to reveal the aims of this research. Participants in this research were one mathematics teacher and 22 students (12 girls and 10 boys) in class VIII at a state Junior High School in Indramayu Regency, Indonesia. The research involved the qualitative analysis of gathered data obtained through observation, questionnaires, interviews, and documentation, employing grounded theory analysis techniques, including open coding, axial coding, and selective coding. The findings revealed that students with high self-efficacy in geometry display confidence in describing and calculating the surface area and volume of three-dimensional geometric objects. Those with moderate self-efficacy in geometry are self-assured in addressing straightforward assignments but may need more confidence in tackling more complex tasks. Conversely, students with low self-efficacy in geometry tend to need more confidence and are prone to giving up easily. Therefore, this research emphasizes that the geometry self-efficacy level can influence how students act and complete 3D geometry tasks given by teachers in learning, especially 3D geometry learning.
Mathematical concepts and cultural values in guest reception traditions: an ethnomathematic study of the Dawan Tribe Community on The Timor Island Bantaika, Aris; Son, Aloisius Loka; Ndapa Deda, Yohanis; Garcia-Garcia, Javier
International Journal of Didactic Mathematics in Distance Education Vol. 2 No. 1 (2025): ijdmde
Publisher : Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/ijdmde.v2i1.9702

Abstract

The aim of this study is to explore mathematical concepts and cultural values in the reception traditions of the Dawan tribe (Atoni Meto). The research method used is qualitative research with an ethnographic approach. The research subjects were three informants and the research objects were music, dance and handicrafts. The instruments used in this research were observation, interviews and documentation. The results of the research show that (1) there are mathematical concepts in the arts of music, dance and handicrafts in the reception traditions of the Atoni Meto tribe, including; flat shapes (Square, Circle, Rectangle, Rhombus, Triangle), spatial shapes (Cone, Cylinder and Cuboid), the Concept of Lines and Sets, and (2) Cultural values contained in hitting the gong (Leku Sene) namely as a guide and a sign of joy, dancing (Sbo'ot) symbolizes joy, traditional speech (Natoni) as a form of respect and continuity of bond, repetition as a sign of brotherly bonds, eating betel-nut (M'pua) as unity and a sign of conveying goals and eating together as unity.
GeoGebra-Assisted discovery learning: an effective strategy to enhance elementary students' interest in learning plane area measurement Basri, Hasan; García-García, Javier; Rodríguez-Nieto, Camilo Andrés; Rifanda, Akhmad Riski; Indahwati, Rohmah
International Journal of Didactic Mathematics in Distance Education Vol. 2 No. 1 (2025): ijdmde
Publisher : Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/ijdmde.v2i1.11272

Abstract

This study aimed to examine the difference in learning interest between students taught using the Discovery Learning model assisted by GeoGebra and those taught using conventional methods. The research employed an experimental method with a Posttest-Only Control Group Design, where the VA class acted as the experimental group and the VB class as the control group, each with 33 students. Data were collected using a learning interest questionnaire. The data was analyzed statistically by first carrying out normality and homogeneity tests on the data before carrying out the t-test. The results showed that the average learning interest score in the experimental group was in the very good category, while in the control group it was in the good category. The results of hypothesis testing with a significance level of 0.05 show that the Discovery Learning model assisted by GeoGebra has a significant effect on students' interest in learning, with this model generating higher interest compared to conventional learning methods.
Strategies Used by Mexican Fourth-Grade Elementary Students in Solving Additive Word Problems Dircio-Vargas, Axel; García-García, Javier; Salgado-Beltrán, Gerardo; Son, Aloisius Loka
Indonesian Educational Research Journal Vol. 2 No. 3 (2025): Various strategies to improve cognitive and affective aspects of learners
Publisher : CV. Samuel Manurung and Co

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/ierj.v2i3.72

Abstract

To improve children's arithmetic learning, it is important to understand the strategies they use when solving arithmetic problems and the obstacles they find in this process. So, the objective of this research is to identify the strategies used by a group of Mexican fourth grade elementary school students in solving additive verbal arithmetic problems. We used a framework where the main theoretical elements that guided the study were characterized: strategies, types of strategies, verbal arithmetic problems, and the semantic and syntactic structures of the additive problems. This qualitative research, with a descriptive scope, uses case study as a method. The study cases were seven students from an Elementary School Located in ​​Zumpango de Neri, Guerrero, Mexico. To collect data, Task-Based Interviews were used, that were applied to the case studies in November 2024. The results allowed the identification of four reflective strategies: identifies a relevant keyword; selects the appropriate operation; performs mental calculation; and decomposes a numerical factor. Additionally, three non-reflective strategies were identified: uses an inappropriate keyword; operates with given data; and answers without performing operations. Some of the case studies used more than one strategy when solving some of the proposed tasks. These results allow suggesting that in the classroom the personal strategies used by students must be assessed in order to identify those that are thoughtless to help students travel towards the use of reflexive strategies. This will be possible through designs that incorporate problems resolving such as a central activity in the classroom.
STEAM+X in Mathematics Education: A Systematic Literature Review Isnawan, Muhamad Galang; Pochulu, Marcel David; García-García, Javier; Alsulami, Naif Mastoor; Sudirman, Sudirman
Journal of Mathematics Instruction, Social Research and Opinion Vol. 4 No. 2 (2025): June
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v4i2.451

Abstract

This study analyses how the STEAM+X framework has been implemented in mathematics education. The “X” component represents additional disciplines beyond the traditional STEAM fields, such as culture, history, and architecture. The systematic literature review (SLR) follows the PRISMA protocol. The initial search returned 350,190 documents, but only one article met the rigorous inclusion criteria focused explicitly on STEAM+X in mathematics education. This finding underscores the topic’s novelty and the need for further research. The selected study highlights the integration of geometry, digital and physical technologies (e.g., GeoGebra, AR/VR, 3D printing), and educational levels, including high school and teacher education. The analysis reveals limited implementation across countries and a lack of diversity in content areas. These results call for expanded investigations into STEAM+X practices incorporating broader mathematical domains, varied cultural contexts, and more inclusive educational levels.
Errors and Their Causes in Solving One-Variable Linear Equations Among Mexican High School Students Morales-Benitez, Leineri; Salgado-Beltrán, Gerardo; Son, Aloisius Loka; García-García, Javier
MATH-EDU: Jurnal Ilmu Pendidikan Matematika Vol. 10 No. 1 (2025): MATH-EDU: Jurnal Ilmu Pendidikan Matematika
Publisher : Program Studi Pendidikan Matematika, Fakultas Ilmu Pendidikan, Universitas Timor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/jipm.v10i1.9391

Abstract

The aim of this study was to identify the errors made by a group of Mexican High School students when solving linear equations, as well as their possible causes. Data collection was conducted through a task-based interview administered to 30 students from a public school in southern Mexico. The results revealed that students made arithmetic errors when solving linear equations, including difficulties in performing operations with integers, handling fractions, applying the distributive property, and transposing terms incorrectly. By analyzing students' reasoning, it was inferred that these errors stem mainly from poor assimilation of arithmetic concepts, affective and emotional factors, and the presence of cognitive obstacles. Additionally, both procedural and conceptual algebraic errors were identified. According to the conceptual framework, these errors originate from limited manipulation of algebraic language, incorrect application of procedural rules, and didactic and cognitive obstacles. These findings encourage reflection on future research aimed at improving the learning of linear equations at the high school level.
Numeracy Skills of Junior High School Students: A Comparative Study Based on Learning Approach Interventions Tae, Ana Paula; Son, Aloisius Loka; Kehi, Yohanes Jefrianus; Rodríguez-Nieto, Camilo Andrés; García-García, Javier
Indonesian Educational Research Journal Vol. 3 No. 1 (2025): Various Learning Strategies in Education to Facilitate Student Learning Outcome
Publisher : CV. Samuel Manurung and Co

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/ierj.v3i1.90

Abstract

This study aims to determine the achievement and improvement of students' numeracy skills based on the Realistic Mathematics Education (RME) approach intervention. This research used a quasi-experimental method with a pretest-posttest control group design. The research sample consisted of two classes, namely the experimental class that used the RME approach and the control class that used conventional methods. The instrument used was a numeracy description test question on the material of the Two-Variable Linear Equation System. The results showed that the achievement and improvement of students' numeracy skills, who learned through the realistic mathematics education approach, were better than students who learn through conventional approaches. This shows that learning with a realistic mathematics education approach can facilitate the numeracy skills of junior high school students. It is hoped that future researchers can apply the realistic mathematics education approach to other mathematical skills.
Co-Authors Alsulami, Naif Mastoor Bantaika, Aris Deda, Yohanis Ndapa Dircio-Vargas, Axel Hasan Basri Indahwati, Rohmah Isnawan, Muhamad Galang Morales-Benitez, Leineri Pochulu, Marcel David Rifanda, Akhmad Riski Rodríguez-Nieto, Camilo Andrés Salgado-Beltrán, Gerardo Sudirman Sudirman Tae, Ana Paula Yohanes Jefrianus Kehi