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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

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.

Evaluating Bengkulu culture’s role in mathematics learning outside classrooms for understanding measurement Yumiati, Yumiati; Rodríguez-Nieto, Camilo Andrés; Bonyah, Ebenezer; Sudirman, Sudirman; Haji, Saleh
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 6: December 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i6.30163

Connecting measurement concepts from informal to formal situations was challenging for students, specifically in understanding length and area measurements in elementary school. The use of cultural context in mathematics learning have been identified as a potential solution to address these challenges, although further exploration was required. Therefore, this study aimed to investigate the impact of mathematics learning designs outside classroom that integrate the culture of Bengkulu, Indonesia. A quasi-experimental design was used with a total of 83 fifth-grade students from two medium- and high-level elementary schools. The assessment instrument comprised six test questions and an observation sheet to record students’ activities. The results showed that students in high-level schools understood teacher instructions and worksheets more quickly, providing additional time for measuring practice. Conversely, students at medium-level schools tended to wait for instructions. The inferential analysis showed that integrating mathematics learning designs outside classroom in Bengkulu cultural context did not significantly increase the understanding of area and length measurements for students in medium-level schools but positively impacted those in high-level schools. Therefore, this method had the potential to improve understanding of other mathematical concepts, specifically when effectively implemented in schools with higher levels of understanding.

Analysis of the Mathematical Reasoning Ability of High School Students in Solving Trigonometric Problems Oemanas, Hildegardis Kono Oemanas; Nahak, Selestina; Mone, Ferdinandus; Rodríguez-Nieto, Camilo Andrés
Indonesian Educational Research Journal Vol. 2 No. 2 (2024): Teaching and Learning at the Educational Unit Level.
Publisher : CV. Samuel Manurung and Co

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56773/ierj.v2i2.43

Reasoning is needed by students to solve trigonometry problems that are considered difficult to solve. So, the researcher conducted a study to determine students' mathematical reasoning skills in solving trigonometric problems. This type of research is descriptive research with qualitative methods. The subjects of this study were 3 students of class XII in one of the senior high schools in North Central Timor district. Data collection techniques were test questions and interviews. From the results of the study, it was concluded that high category mathematical reasoning ability was able to fulfill 4 reasoning indicators, medium category mathematical reasoning ability was able to fulfill 2 reasoning indicators, while low category reasoning ability only fulfilled 1 reasoning ability indicator.

Social arithmetics: learning from Indramayu traditional market traders in doing calculations Sudirman, Sudirman; Rodríguez-Nieto, Camilo Andrés; Bonyah, Ebenezer; Takiveikata, Sereima; Dejarlo, Jenisus O.
International Journal of Mathematics and Sciences Education Vol. 1 No. 1 (2023): Ijmsed
Publisher : Nashir Al-Kutub Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59965/ijmsed.v1i1.25

This study aims to reveal the counting patterns performed by Indramayu Traditional Market Traders in buying and selling activities. This research uses a qualitative approach with a descriptive case study design. The sampling technique used was purposive sampling by collecting data using snowball sampling. The participants involved in this study were three traders. Data analysis in this study used qualitative analysis from Milles & Huberman, which consisted of 4 stages: data collection, data reduction, data presentation, and conclusion. The results of this study indicate that Indramayu traditional market traders have used mathematical concepts such as addition, subtraction, multiplication, and division operations in buying and selling activities. Besides that, this study also found that traditional traders use backward calculations (from front to back) in buying and selling their wares. The calculation method traditional trader’s use differs from that usually taught in schools. This method has become a standard pattern to make it easier for them to count. Based on these findings it implies that there are other ways of operating information activities that can be used by schools formally. In addition, teachers must be able to provide the context in everyday life, especially in buying and selling activities in traditional markets, to students so that students get a broader understanding of solving problems in arithmetic material.

Developing Papuan cultural contextual E-Module learning devices in linear programs to improve students' mathematical problem-solving skills Pakabu, Karunia Tumba Sanda; Sudirman, Sudirman; Kandaga , Thesa; Rodríguez-Nieto, Camilo Andrés; Dejarlo, Jenisus O.
International Journal of Mathematics and Sciences Education Vol. 2 No. 1 (2024): Ijmsed
Publisher : Nashir Al-Kutub Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59965/ijmsed.v2i1.107

Using e-modules in learning has improved students' mathematical problem-solving abilities. However, the design of e-modules that integrate local culture is still rarely developed. This study aims to create a contextual e-module that reflects the culture of the Papuan community at State Vocational School I Agribusiness and Agrotechnology Nduga. This study used research and development (R&D) methods with the ADDIE model, which includes the stages of Analysis, Design, Development, Implementation, and Evaluation. The participants in this study included material, language, media experts, teachers, and eleventh-grade students. Qualitative data were collected through respondent suggestions, and quantitative data were obtained through validation questionnaires and student testing. The analysis results showed that the Papuan cultural contextual e-module was valid, with percentages of 77.33% from material experts, 73.33% from language experts, and 68.88% from media experts. Teacher and student responses showed excellent practicality, with averages of 93.33% from teachers and 85.28% from students. In addition, the pre-test and post-test results showed a significant improvement in students' mathematical problem-solving abilities, with the KKM achievement level reaching 95.5% and a significance value (Sig. 2-tailed) < 0.001. Therefore, the contextual e-module based on Papuan culture can be an effective supplementary teaching material in mathematics learning, especially in linear programming material.

Effective strategies for formulating and articulating a well-defined research problem: context in the field of mathematics education Rodríguez-Nieto, Camilo Andrés; Rodríguez-Vásquez, Flor Monserrat; Cantillo-Rudas, Benilda María; Font Moll, Vicenç; Sudirman, Sudirman
International Journal of Didactic Mathematics in Distance Education Vol. 2 No. 1 (2025): ijdmde
Publisher : LPPM Universitas Terbuka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33830/ijdmde.v2i1.10344

This research offers an answer to the question: How to pose and write a research problem in Mathematics Education? To do so, a qualitative descriptive methodology was implemented, developed in four stages: first, it presents a general overview of the Theories in Mathematics Education and some articles where relevant studies have been reported; in the second stage, the means by which research can be disseminated or published are presented; in the third, meanings and ways to pose a research problem are shown and, finally, in the fourth stage, some theoretical reflections on the problem statement are presented. The results show that the writing and statement of the problem does not necessarily follow a structure, that depends on the type of research and the way in which the author reports his ideas or in which theoretical framework he frames his work, for example, research questions from the Onto-semiotic Approach and the Extended Theory of Connections are presented. However, a special path is suggested that has worked very well to be implemented in future research. In conclusion, for research to be successful, the problem and the issue must be well constructed and supported by the literature, which guides and invites reflection on the choice of theory (if possible), the methodology and the presentation of the results that can be theoretical and practical.

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 : LPPM Universitas Terbuka

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

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.

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

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.

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

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.

Onto-semiotic analysis of one teacher’s and university students’ mathematical connections when problem-solving about launching a projectile Rodríguez-Nieto, Camilo Andrés; Font, Vicenç; Rodríguez-Vásquez, Flor Monserrat; Pino-Fan, Luis Roberto
Journal on Mathematics Education Vol. 14 No. 3 (2023): Journal on Mathematics Education
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jme.v14i3.pp563-584

An onto-semiotic analysis of the mathematical connections established by one in-service mathematics teachers and university students when solving a problem about launching a projectile using the derivative was carried out. Theoretically, this research was based on the articulation between the Extended Theory of Mathematical Connections and the Onto-semiotic Approach. The methodology was qualitative-descriptive where data was collected through interviews based on a task. Subsequently, following the joint analysis method of both theories, the mathematical activity of the participants when they solved the task was analyzed. The results show that, teacher and students established a system of connections of feature type, different representations, meanings, part-whole, procedural and implications in terms of practices, processes, objects, and semiotic functions that relate them. However, some students presented difficulties caused by some incorrect mathematical connection such as stating that the maximum height of the projectile is the time obtained with the critical number, errors in performing arithmetic calculations when evaluating the function, graphically representing the quadratic function as a straight line and use the general formula in an inappropriate way that prevents the procedural connection from being made.

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