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All Journal JIPI (Jurnal IPA dan Pembelajaran IPA) Journal on Mathematics Education
Balta, Nuri
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Biochemistry, Genetics & Molecular Biology Chemistry Education Environmental Science Mathematics Physics Social Sciences Other

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Mathematics achievement emotions of high school students in Kazakhstan Gur, Tamer; Balta, Nuri; Dauletkulova, Aigul; Assanbayeva, Gulzhaukhar; Fernández-Cézar, Raquel
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.pp525-544

Abstract

Emotions such as anxiety, fear, and frustration can interfere with cognitive processing and hinder our ability to learn and perform well on tasks. Mathematics is a school subject that could generate various emotions in students. This study examined mathematics achievement emotions of students across gender, grade level, and academic performance. Data was collected from 246 students using a questionnaire measuring seven emotions: enjoyment, pride, anger, anxiety, shame, hopelessness, and boredom. Results indicated that except for females’ higher pride, we did not find differences between males' and females’ emotions. Ninth-grade students demonstrated higher anxiety and shame than grade seven and eight students. Finally, students’ mathematics exam grades are weakly correlated with all seven measured emotions. Our findings add to the literature by presenting that emotions are contextual. Except for pride, the results clearly indicated that math emotions in our sample are gender irrelevant and further imply that the socio-cultural context of Kazakhstan supports females to compete with their male friends.
Exploring the triad of mathematical engagement: Perceived abilities, interests, and teacher-student dynamics Zhumabay, Nurman; Balta, Nuri; Zhadrayeva, Larissa; Yilmaz, Satilmis; Nadelson, Louis S.
Journal on Mathematics Education Vol. 15 No. 4 (2024): 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.v15i4.pp1053-1076

Abstract

This study investigates the relationships between students' perceptions, interests, and engagement in mathematics within the cultural framework of K-12 education in Kazakhstan. A diverse sample of K-12 students representing various grade levels and community settings was included in the research. The analysis proceeded in three distinct phases: first, a Confirmatory Factor Analysis (CFA) was conducted to evaluate the reliability of the instrument; second, a Structural Equation Modeling (SEM) approach was applied to examine relationships between variables and assess the overall model fit; and finally, descriptive and inferential statistical methods were employed. Students perceived mathematical abilities and interests were identified as significant predictors of their attitudes toward mathematics teachers, as revealed through SEM. Due to the nature of the data, nonparametric tests were utilized to explore group differences. The findings indicated a consistent pattern of negative student perceptions regarding their mathematical abilities and interests, juxtaposed with positive attitudes toward their mathematics teachers. These positive attitudes were more closely associated with students' personal rapport with teachers rather than their instructional effectiveness. Further analyses examined variations in perceptions across different grade levels and community settings, revealing the influence of contextual factors. Notably, no significant gender differences were observed, challenging existing literature on gender disparities in education. The study underscores the importance of adopting holistic educational strategies that account for cultural contexts and promote teacher-student solid relationships.
Development of Linear Motion Assessment Using Evidence-Centered Design Hulu, Hepi Kharisda; Sirait*, Judyanto; Firdaus, Firdaus; Balta, Nuri
Jurnal IPA & Pembelajaran IPA Vol 9, No 1 (2025): MARCH 2025
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jipi.v9i1.42940

Abstract

Linear motion is one of the basic concepts in physics, so an assessment that can measure students' abilities in this material is necessary. The assessments created by teachers tend to only evaluate students' abilities in formula calculations without measuring their understanding in depth. This research aims to develop assessments on the topic of linear motion using the evidence-centered design (ECD) framework. ECD is a framework that focuses on evidence of students' abilities. ECD consists of three components: claim, evidence, and task. The process of developing this assessment uses the research and development method by following the ADDIE stages: analysis, design, development, implementation, and evaluation. Data were collected through interviews with physics teachers, analyzing teachers documents, validating the assessment, and conducting task trials. The trials were conducted in two stages: one-to-one trials with one student and small-scale trials with 10 students. The analysis techniques included calculating validity using the Aiken Index, descriptive analysis of student responses in the one-to-one trial, and small-scale trials. The competencies measured in the assessment are based on scientific practice, including using and developing representations, analyzing and interpreting data, explaining with evidence, and evaluating information. Each measured competency in the assessment consists of two essay tasks. The validation results show that the developed assessment has high validity with an average Aiken score of 0.97. Teachers can use this assessment as a reference through stages to develop assessments that evaluate the achievement of learning objectives
Co-Authors Assanbayeva, Gulzhaukhar Dauletkulova, Aigul Fernández-Cézar, Raquel Firdaus Firdaus Gur, Tamer Hulu, Hepi Kharisda Nadelson, Louis S. Sirait*, Judyanto Yilmaz, Satilmis Zhadrayeva, Larissa Zhumabay, Nurman