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All Journal Jurnal Elemen Journal of Honai Math Mathematics Education Journal
Evans, Brian
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Education Mathematics Social Sciences Other

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The impact of Ethno-Realistic Mathematics Education-based e-module in strengthening students’ problem-solving abilities Alghiffari, Eka Kevin; Prahmana, Rully Charitas Indra; Evans, Brian
Jurnal Elemen Vol 10 No 3 (2024): September
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/jel.v10i3.26611

Abstract

Mathematics education in Indonesia faces challenges primarily due to the limited problem-solving skills of students, prompting a need for effective teaching materials to enhance classroom learning. Despite this, many educators still rely on conventional methods that are less effective in fostering mathematical understanding. Consequently, there is a demand for alternative resources that can better support mathematics education. This study aims to develop a valid and practical e-module based on Ethno-Realistic Mathematics Education (Ethno-RME) to improve problem-solving abilities among eighth-grade students. Employing a design research approach within the development studies framework, the study includes preliminary and formative evaluation stages. Evaluation tools encompass expert assessments of content and media quality, walkthroughs, documentation, and problem-solving assessments. The outcome is an Ethno-RME-based e-module focused on number patterns, validated through expert reviews and positively evaluated for practicality by students. This research highlights the e-module's potential to significantly enhance students' mathematical problem-solving skills, offering educators an innovative tool to support effective mathematics teaching.
Measuring students’ statistical reasoning abilities using flipped classroom model with SPSS and STATCAL Ramadhani, Rahmi; Evans, Brian
Journal of Honai Math Vol. 5 No. 1 (2022): Journal of Honai Math
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jhm.v5i1.246

Abstract

The development of Technology, Information and Communication (ICT) in education has been growing considerably. Use of technologies contribute to supporting student learning and play a vital role in the learning process. The Covid-19 pandemic, since early 2020, has impacted the implementation of the learning process, especially in higher education. The learning instruction has shifted from face-to-face to online learning (e-learning). It is undeniable that the learning process experiences disruptions, resulting in significant changes in the learning environment. Thus, the flipped classroom model is likely to be on model for educators in higher education. This study aims to investigate an increase in the statistical reasoning abilities of engineering students taught using the flipped classroom model assisted by SPSS and STATCAL applications analyzed based on gender. Participants involved 55 first-year informatics engineering students. Data were collected using a test in the form of essay questions and then analyzed using the stacking method of the Rasch measurement model. The results showed that the statistical reasoning abilities of students improved after being taught using the flipped classroom model with the SPSS and STATCAL applications. This finding implies that the flipped classroom model assisted by SPSS and STATCAL applications is effectively implemented in technology-integrated statistics learning.
Innovative Ethno-Realistic Mathematics-based modules: Promoting Pancasila values in Indonesian mathematics education Pujiastuti, Nur Ika; Prahmana, Rully Charitas Indra; Evans, Brian
Mathematics Education Journal Vol. 19 No. 1 (2025): Jurnal Pendidikan Matematika
Publisher : Universitas Sriwijaya in collaboration with Indonesian Mathematical Society (IndoMS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22342/jpm.v19i1.pp1-22

Abstract

The teaching of mathematics in Indonesia faces notable challenges, particularly in effectively conveying mathematical concepts to students. This has created a need for instructional modules that provide better support for learners. Current modules, however, do not adequately incorporate the Pancasila Students Profile (PSP), especially in terms of fostering critical reasoning skills. Therefore, there is an urgent demand for alternative instructional materials based on the Ethno-Realistic Mathematics Education (Ethno-RME) approach, which aligns with the competencies outlined in the PSP—a framework grounded in the nation's foundational values—and connects learning with students' daily experiences. This study aims to develop an Ethno-RME-based module that is valid, practical, and effective in enhancing students' critical reasoning abilities. The research adopts a design research methodology of the development studies type, structured into two key phases: preliminary and formative evaluation. Data collection methods included the use of assessment sheets, walkthroughs, document analysis, and tests of students' critical reasoning skills. The study was conducted with 22 eighth-grade students at a private secondary school in Yogyakarta. The results indicate that the Ethno-RME-based module is both valid and practical, with promising potential to improve students' critical reasoning. Specifically, the module received high validity ratings, with the material scoring an average of 165 out of 175 and the media quality receiving 129 out of 135. The one-to-one evaluation phase produced an average score of 74 out of 75. During the small group trial, the module achieved an average student response score of 66.33 out of 75, and in the field test stage, it scored an average of 64.45 out of 75, confirming its practicality. Furthermore, the second stage of the field test revealed a positive effect on critical reasoning. These findings demonstrate the efficacy of the Ethno-RME-based module in enhancing the critical reasoning skills of students in accordance with the Pancasila Student Profile.
Co-Authors Alghiffari, Eka Kevin Pujiastuti, Nur Ika Rahmi Ramadhani Rully Charitas Indra Prahmana