Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal International Journal of Mathematics and Mathematics Education (IJMME) Hipotenusa: Journal of Mathematical Society
Ebenezer Bonyah
Unknown Affiliation
Mathematics

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Mathematical Modeling of Forgetfulness and Memorization of Mathematical Concepts Ebenezer Bonyah; Larbi, Ernest; Raphael Owusu
International Journal of Mathematics and Mathematics Education (IJMME) Vol. 1 No. 1 (2023)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (893.543 KB) | DOI: 10.56855/ijmme.v1i1.212

Abstract

Memorization and forgetfulness in Mathematics Education have been major issues in most developing countries, including Ghana. This work explored forgetfulness and memorization in the context of the fractional calculus domain using the Mittag-Leffler function. The Sumudu transform was employed to obtain a special solution. The existence and uniqueness of solutions was established using the concept of the fixed-point theory. It is established that fractional order plays a major role in memorization and forgetfulness of mathematical concepts. It is concluded that factors that enhance the teaching and learning of mathematical concepts should be encouraged.
Implementing Mobile Learning with Differentiated Instruction in Calculus: Student Learning Styles Analysis Triana Harmini; Dihin Muriyatmoko; Siti Suprihatiningsih; Ebenezer Bonyah
Hipotenusa: Journal of Mathematical Society Vol. 7 No. 1 (2025): Hipotenusa : Journal of Mathematical Society
Publisher : Program Studi Tadris Matematika Universitas Islam Negeri (UIN) Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/hipotenusa.v7i1.3883

Abstract

This study aims to examine: (1) differences in Calculus learning achievement between students using mobile learning with differentiated instruction (DI) and those using modules, (2) differences in achievement based on students' learning styles, and (3) the interaction between instructional methods and learning styles on learning outcomes. The participants were 112 Informatics Engineering students at Universitas Darussalam Gontor in the 2023/2024 academic year, divided into two groups: 59 students in the experimental group (using mobile learning) and 53 in the control group (using modules). The study was conducted over five sessions on the topic of Absolute Value Equations and Inequalities. A quasi-experimental method with a 2x3 factorial design was used. The research instruments included an achievement test and a learning style questionnaire. Data were analyzed using two-way ANOVA after confirming normality and homogeneity assumptions. The results showed that: (1) mobile learning with DI is more effective than modules, (2) learning styles significantly affect learning achievement, and (3) there is no interaction between instructional method and learning style. These findings suggest that mobile learning with DI can be effectively implemented regardless of students' learning styles and supports the development of inclusive digital learning environments in higher education.
Co-Authors Dihin Muriyatmoko Larbi, Ernest Raphael Owusu Siti Suprihatiningsih Triana Harmini