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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Infinity JTAM (Jurnal Teori dan Aplikasi Matematika) Journal of Advanced Sciences and Mathematics Education Jurnal Ilmiah Ilmu Terapan Universitas Jambi Polyhedron International Journal in Mathematics Education Indonesian Educational Research Journal International Journal of Didactic Mathematics in Distance Education Jurnal Infinity The International Journal of Mathematics and Sciences Education Journal on Mathematics Education
Rodríguez-Nieto, Camilo Andrés
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Chemistry Education Engineering Industrial & Manufacturing Engineering Mathematics Physics Social Sciences Other

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Journal : Jurnal Infinity

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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.
The potential of ethnomathematical and mathematical connections in the pre-service mathematics teachers’ meaningful learning when problems-solving about brick-making Rodríguez-Nieto, Camilo Andrés; Pabón-Navarro, María Luisa; Cantillo-Rudas, Benilda María; Sudirman; Font Moll, Vicenç
Jurnal Infinity Vol 14 No 2 (2025): VOLUME 14, NUMBER 2, INFINITY
Publisher : IKIP Siliwangi and I-MES

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/infinity.v14i2.p419-444

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This research explores the potential of ethnomathematical and mathematical connections in fostering meaningful learning through problem-solving in brick-making. Despite the importance of such connections in mathematics education, students often struggle with contextualized verbal problems related to daily life. A qualitative ethnographic methodology involved a workshop divided into three stages. Fourteen pre-service mathematics teachers in northern Colombia enrolled in an ethnomathematics course participated. Participant observation was used during the workshop to document how students solved problems and engaged with the material. Data analysis was guided by the Extended Theory of Connections and the Onto-semiotic Approach. The study examined the mathematics emerging from brick production, focusing on problems involving area, volume, and proportional reasoning. Ethnomathematical connections were emphasized, providing a foundation for pre-service teachers to solve problems related to the area and volume of bricks. Various mathematical connections were identified, such as representation, procedural understanding, meaning, and modelling. The research concluded with feedback from researchers, highlighting the educational potential of integrating mathematics with real-world tasks like brick-making. This study provides valuable insights for pre-service teachers in designing contextualized, meaningful math problems.
Co-Authors Bonyah, Ebenezer Cantillo-Rudas, Benilda María Dejarlo, Jenisus O. Endang Wahyuningrum Font Moll, Vicenç Font, Vicenç García-García, Javier Gorky Sembiring, Maximus Haji, H Saleh Hasan Basri Indahwati, Rohmah Jackson Pasini Mairing, Jackson Pasini Jusniani, Nia Kandaga , Thesa Khairunnisa, Ika Aulia Mery Noviyanti mone, ferdinandus Monike, Rismun Sufia Oemanas, Hildegardis Kono Oemanas Pabón-Navarro, María Luisa Pakabu, Karunia Tumba Sanda Pino-Fan, Luis Roberto Prasetya, Natan Rani Sugiarni Rifanda, Akhmad Riski Rodríguez-Vásquez, Flor Monserrat Selestina Nahak Sudirman Sudirman Sudirman Sudirman Tae, Ana Paula Takiveikata, Sereima Thesa Kandaga Yohanes Jefrianus Kehi Yumiati