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All Journal Interval: Indonesian Journal of Mathematical Education Unnes Journal of Mathematics Education
Triet, Le Viet Minh
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Education Mathematics

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GeoGebra-supported Learning Kit for Teaching Area of Trapezoid Based on TPMK Framework Triet, Le Viet Minh; Thanh, Ha Man
Unnes Journal of Mathematics Education Vol. 13 No. 2 (2024): Reguler Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/zcd07t20

Abstract

The use of technology in education has expanded fast in the twenty-first century. The capacity to use technology in teaching materials has become a crucial talent for mathematics teachers, and it is a key topic in the current study. This is why, as a new teacher, you must be able to create ICT-based learning materials. This study aims to create an interactive mathematical learning media tool kit for teaching the area of trapezoid based on the TPMK framework and the GeoGebra dynamic mathematics program. This study was research and development (R&D) conducted with the Plomp development model. The designing stage is divided into two steps. In the first step, we created a model for developing a GeoGebra-supported teaching kit based on the TPMK framework originated from Shulman's (1986) stated in our theoretical foundation. In the second step, a concrete example of a task circumstance was created to demonstrate the model. This result shows that using GeoGebra dynamic mathematics software with a TPMK framework can help teachers explain abstract mathematics concepts to make them easier for students to understand.
Realistic Mathematics Education: Unlocking Problem-Solving Potential in Students Miharja, Marenda Atika; Bulayi, Makungu; Triet, Le Viet Minh
Interval: Indonesian Journal of Mathematical Education Vol. 2 No. 1 (2024): June
Publisher : Cahaya Ilmu Cendekia Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37251/ijome.v2i1.1344

Abstract

Purpose of the study: The purpose of this study was to explore the role of Realistic Mathematics Education (RME) in improving students' mathematical problem-solving skills and learning strategies in the classroom. This study also analyzed the effectiveness of the RME approach and students' and teachers' perceptions of the approach. Methodology: This study used a mixed method with a quasi-experimental design (pretest-posttest control group) and a case study. Data were collected using problem-solving tests, observation sheets, and interviews. The research instruments included context-based test questions, observation guides, and interview guides. Data analysis was carried out using statistical tests using SPSS and thematic analysis for qualitative data. Main Findings: The main results of this study indicate that the Realistic Mathematics Education (RME) approach significantly improved students' mathematical problem-solving skills compared to the conventional method. The mean posttest scores of students in the RME group were higher, with consistent improvement. Observations showed more active student engagement, use of visual aids, and contextual relevance in learning. Interviews revealed positive perceptions of teachers and students towards the effectiveness of the RME approach. Novelty/Originality of this study: This study is interesting since it thoroughly examines how well Indonesian students, particularly those in junior high school, can solve mathematical problems through Realistic Mathematics Education (RME). In addition to examining students' opinions and teachers' learning practices, this study offers a fresh perspective on the RME approach's growth within the local educational setting.
Co-Authors Bulayi, Makungu Miharja, Marenda Atika Thanh, Ha Man